[MAR 



LIBRARY OF CONGRESS, 

"?e! \\\\ 
Chap. Copyright No.... 

Shelf.J.ti.S' 1 fc, 

UNITED STATES OF AMERICA. 



ENGLISH GRAMMAR 



COMMON AND HIGH SCHOOLS 

/ BY 

E^J. hoenshel, a. m., 

PRESIDENT OF CAMPBELL L^NIVERSITY AND AUTHOR OF 
"PRACTICAL LESSONS IN ENGLISH." 



PUBLISHED BY THE AUTHOR. 




T£» n 



Copyright, 1895, by 
THE AUTHOR 



PRESS OF LON. HARDMAN, ST. JOSEPH, MO. 



PREFACE. 



Although many text-books on English grammar have 
appeared within the last few years, the author believes 
there is a place for one more. Hence, the appearance of 
this book. 

The aim has been to make the book brief but com- 
prehensive ; not to comprehend all the "remarks" and 
"observations" frequently found in grammars, but to 
contain all that is essential to a practical and scientific 
knowledge of the English language. 

More sentences for analysis and correction could easily 
have been inserted, but it is believed that the various 
forms of sentences and clauses, the different constructions 
of clauses, phrases, and words, and the errors usually 
made, will be found in the sentences given. Besides, 
it is much better to give time and thought to a few 
typical sentences than hurriedly and thoughtlessly to 
dispose of long lists of sentences selected merely to 
increase the size and price of the book. 

Some may consider this book rather "ancient" in its 
treatment of the subject. The author has no sympathy 
whatever with the efforts of those modern reformers (?) 
who would banish grammar from the school-room and 
substitute for it a mas?* of loose and illogical material. 



4 Preface 

under the name of "language lessons." Of course, 
there is a place in our schools for good language lessons, 
but there is also a place — an important place — for the 
so-called "old-fashioned grammar." The neglect of 
the study of technical grammar for the past few years 
has produced a generation of students (and teachers) 
able neither to understand an involved sentence, nor to 
use our language correctly. For more than thirty con- 
secutive terms the author has taught an advanced 
grammar class (composed largely of teachers), in one 
of our higher institutions of learning, and he feels 
confident that he is speaking within bounds when he 
says that not one half of the rank and file of teachers 
can parse a verb correctly, can tell when a verb should 
be singular or plural, or can tell when to use the 
nominative or the objective form of pronouns. 

Attention is called to the models for parsing. This is 
not the place for discussing the benefits of parsing, but 
the author, after a long experience as a teacher in 
schools of various grades, is convinced that parsing pays 
when it is well done, and that there cannot be good 
parsing unless a definite and logical order is used. 

The book is divided into four parts, each of which can 
be completed in four months by pupils properly prepared. 
Those who have had the necessary preparatory work in 
language lessons can begin with Part Two. 

These parts of the book are not separate divisions or 
parts of grammar. Part Two deals with the same 
subjects as Part One, but gives a more comprehensive 
treatment. Part Three takes up the same subjects but 



Preface. 5 

goes still more into details; it is, in fact, a complete 
grammar in itself. This arrangement of the work will 
enable the pupil that studies grammar but four or five 
months to get the most important facts of the whole 
subject. If he can study it for four or five months more, 
he will get the next most important facts of the subject; 
and so on for the other parts. The advantages of this 
method of treatment are certainly apparent to all. 

The distinguishing characteristics of the book are, — 

1. The division into Four Parts (previously men- 
tioned), thus furnishing the advantages of a four-book 
series without the inconvenience and expense. 

2. The combination of language lessons and gram- 
mar, beginning with the former and gradually introduc- 
ing the latter. 

3. The careful development of definitions and state- 
ments before they are given. 

4. The use of brief and terse language in rules and 
definitions. 

This volume is sent forth with the belief that it will 
prove beneficial to all that use it. 

Campbell University, Holton, Kansas, 
October, 1895. 



PART ONE. 



LESSON I. 

NAMES— NOUNS. 

i. Write your name. 

2. Write the names of three of your friends. 

3. Write the name of the city or town in or near 
which you live. 

4. Write the name of some other town in your 
county. 

5. Write the name of some place you would like to 
visit. 

6. Write the names of three things you see in the 
school-room. 

7. Write the names of three things you have at 
home. 

8. Write the names of three animals. 

9. Write the names of three things you can eat. 

10. Write the names of two things a boy carries in 
his pocket. 

* Sonic words are the names of persons, some are 
the names of places, ami some are the names of 
things. 

* Paragraphs in black type should be committed by the pupils. 



English Grammar — Part One. 



2. Write the name and address of some one who 
does not live in your town. 

3. Write the name of some one and draw one line 
under the Christian name and two lines under the sur- 
name. 

4. Write the initials of your father's name. 

*5- Write the names of five materials of which cloth- 
ing is made. 

6. Write the names of four materials of which 
money is made. 

7. Write five nouns that are names of things that 
grow in the ground. 

8. Write five nouns that are names of things kept 
in a grocery. 

9. Write five nouns that are names of playthings. 
10. Write five nouns that are names of things kept 

in a hard- ware store. 



LESSON IV. 

STATEMENTS. CAPITALS. IS AND ARE. 
WAS AND WERE 

1. Name an animal, and tell something about it; 
thus, "The dog barks." 

*In writing the nouns asked for, pupils should not use the same 
noun twice. In all written work, repetition should be avoided 
as much as possible. In trying to think of new words, they will 
be learning to think, will be increasing their vocabulary, and will 
be learning to spell. 



English Grammar — Part One. 



2. Tell something about, — 
A cat, a horse, biro's. 

3. State something about, — 
a tree, a book, boys. 

A group of words so arranged as to tell something 
is a STATEMENT. 

A statement should hegin with a capital and close 
with a period. 

4. Write a statement about, — 
flowers, chalk, a fish, a squirrel, a river. 

5. Write a statement about, — 

1. Something that swims. 

2. Something that lives in the air. 

3. Something that burrows in the ground. 

6. Write a statement about yourself. 

What word did you use instead of your own name ? 
The word I, used for your own name, should he a 
capital letter. 

7. Use the word. I and make a statement telling, — 

1. Three things you saw on your way to school. 

2. Two things you like to do. 

8. Write two statements, using the word is in each 
statement. 

9. Write two statements, using the word are in 
each statement. 

10. Write two statements, using the word was in 
each statement. 

11. Write two statements, using the word were in 
each statement. 

Use IS and WAS when speaking or writing of 0110. 
Use ARE and WERE when speaking or writing 
of more than 0110. 



English Grammar — Part One. 



LESSON V. 

STATEMENTS CONTINUED. 

i. Change these nouns to mean more than one: — 
boy, girl, bird, flower, apple. 

What letter did you add to make them mean more than 
one? 

2. Copy the following: — 

one box, a dress, one inch. 

two boxes, several dresses, many inches. 

What was added to the above nouns to make them 
mean more than one? 

To nouns ending in S, SH, CH, or X, we add ES to 
make them mean more than one. 

3. Change these nouns to make them mean more 
than one. 

fox, match, bench, glass, 

dish, church, watch, bush. 

4. Fill these blanks with is or are : — 

1. These peaches not ripe. 

2. This pencil too short. 

3. John and Robert good bo}'S. 

4. The dog or the cat in the house. 

5. Write the above statements again, filling the 
blanks with was or were. 

6. Change is to are, and are to is, and write these 
statements correctly: — 



English Grammar — Part One. 13 

1. The apple is sour. 

2. The benches are long. 

3. These men are rich. 

4. The gate is made of iron. 

5. Those oxen are black. 

7. Change was to were, and were to was, and 
write these statements correctly: — 

1. The boys were sick. 

2. The mouse was afraid of the cat. 

3. The ducks were swimming in the pond. 

4. The child was playing. 

5. The man was a soldier. 

8. Use is or are and write a statement beginning 
with — 

we, she, he, they, )'ou, it. 

9. Write the statements again, using was or were. 



LESSON VI. 

STATEMENTS CONTINUED. HAVE AND HAS. 

1. Copy these statements, and notice carefully the 
use of have and has : — 

1. The girl has a doll. 

2. Girls have dolls. 

3. He has torn his book. 

4. They have torn their books. 

5. I have a knife. 

Use HAS when speaking or writing about one. 
Use HAVE when speaking or writing about more 
than one, or about yourself. 



14 English Grammar — Part One. 



2, 

each 

3 
each 



Write three statements, using the word has in 
Write three statements, using the word have in 

Fill these blanks with have or has: — 

1. Birds claws. 

2. The little girls gone to school. 

3. I three books. 

4. The boy gone home. 

5. Lucy or Mary come back. 

5. Use has or have and make a statement begin- 
ning with, — 

I, we, he, she, it, 3*ou, they. 

6. Write the names of, — 

1. The days of the week. 

2. The four seasons. 

3. The three winter months, 
•i. The three spring months. 

5. The three summer months. 

6. The three fall months. 

The names of the mouths and the days of the 
week should commence with capitals, hut the names 
of the seasons should not. 



LESSON VII. 

REVIEW. 
1. Write a statement using a noun that is the name 



of,- 



English Grammar — Part One. 15 

a flower, a bird, a fish, an insect, a tree, a vegetable, a 
fruit, a mineral. 

2. Write a statement about something that is made 

of — 

iron, leather, wool, cotton, bone, gold. 

3. Use each of the following words in a statement. 
Use a different noun for each statement. 

high, low, green, white, black, blue, yellow, red, brown, 
long, short, slow, swift, straight, crooked, useful, hot, 
cold, beautiful, sharp, square, gentle, sweet, bitter, sour. 



LESSON VIII. 

REVIEW. 

1 . Use these words correctly in statements : — 

ate, eight ; do, dew; new, knew; blue, blew; fore, four; 

there, their; beech, beach; knows; nose; pane, pain. 
Try to use each pair of the above words in one statement. 

2. Give two rules for the use of the period. 

3. Give four rules for the use of capitals. 

4. When should you use is? are? was? were? 
has? have? 

5. Write a statement telling something that you 

learn. — 

by seeing, by hearing, by tasting, by feeling. 



LESSON IX. 

THE DOG. 
Write one or more statements telling something 



about, — 



1 6 English Grammar — Part One. 

1. The size. 

2. The color. 

3. The different kinds. 

4. The covering of the bod} 7 . 

5. How they defend themselves. 

6. Their use. 

7. A dog you have seen or heard of. 

2. Arrange and combine all your statements so that 
the\' will form a story or essay about the dog. 

3. Use these words correctly in statements: — 

bow, bough; great, grate; stake, steak; here, hear; him, 
hymn; so, sew, sow; die, dye; some, sum; to, too, 
two. 

4. Fill each of these blanks with to, too, or two: — 

1. He went the door. 

2. The girl is sick go. 

3. This lesson is long. 

4. The man was old walk miles. 

5. Fill these blanks with here or hear: — 

1. My father was today. 

2. Did you the organ? 

3. I will stand and what you say. 



LESSON X. 

THE INQUIRY. 

1. Copy these questions and examine them closely: — 

1. Was Mary here? 

2. Can Henry read ? 

A question is also called an INQUIRY. 
An inquiry should begin with a capital and close 
with a question-mark ( interrogation point). 



English Grammar — Part One. 



2. Write an inquiry about, — 

a bell, a tiger, the sun, glass, school. 

3. Write an inquiry using the word, — 
is, are, have, was, were, I, he, the}-. 

4. Change these statements to inquiries, using the 
same words: — 

1. This little bo\ r is asleep. 

2. His name is Victor. 

3. He will not sleep long. 



4. His dog is waiting for him. 

5. Change these inquiries to statements, using the 
same words : — 

1. Is the man at home ? 

2. Has a bird wings ? 

3. Are China and Japan at war? 

4. Has Ingalls been senator ? 



LESSON XI. 

XOUXS— PROPER AXD COMMOX. 
PUNCTUATION. 

1. Copy these statements : — 

1. A dog can run. 

2. Towser can run. 

Are dog and Towser both nouns ? 
What is the difference between them ? 

* Lead the pupils to decide that Towser means some particular 
dog, while dog may mean any dog. 



English Grammar — Part One. 



A noun that belongs to some particular one is 
a PROPER NOUN; as TOWSER, ROBERT, 
CHICAGO. 

A name that belongs to any one of a class is a 
COMMON NOUN; as, DOG, BOY, CITY. 

A proper noun should begin with a capital letter. 

2. Copy these names, placing the proper nouns 
in one column, and the common nouns in another : — 

London, dog, mouth, gi v h 

boy, city, Susan, May, 

Thursday, horse, Elmer, Jack. 

3. Copy these statements and examine them care- 
fully:— 

1. Robert and Alary are good children. 

2. Robert, Mary, and Lizzie are good children. 

3. The farmer raises wheat and corn. 

4-. The farmer raises wheat, corn, and oats. 

When Ave use more than two words of the same 
kind following one after another, Ave should place a 
comma after each, except the last, and use the word 
AND only between the last two. 

4. Write a statement about, — 

1. Five things used in a kitchen. 

2. Four kinds of trees. 

H. Three things that are black. 

4. Two things a farmer raises. 

5. Write an inquiry about, — 

1. Three winter amusements. 

2. Five domestic animals. 

3. Five wild animals. 



English Grammar — Part One. 19 

LESSON XII. 

THK CAT. 

Write an essay about the eat, using the following 
outline : — 

1. The size. -i. The claws. 

2. The color. 5. How they defend 

3. The covering of the themselves. 

body. 6. Their use. 

In writing the essay tell all you can about each part of 
the outline. 



LESSON XIII. 

THE VERB. 

1. Copy these statements : — 

1. Birds sing. 

2. The wind blows. 

3. Frogs jump. 

Which of the above words are nouns? Which words 
express action ? 

Words that express action are called VERBS. 

2. Supply verbs for these nouns : — 

monkeys, fire, snow, water, Indians, the cars, wasps, 
lions, kites, the army. 

3. Supply nouns for these verbs : — 

bloom, leap, chirp, climb, crawl, roars, purrs, hisses, 
cackles, neighs, laughs, dives. 



English Grammar — Part One. 



4. Copy these statements, and examine the verbs 
carefully : — 

1. Birds sing. 2. The bird sings. 

3. John and Mary go. 4. John goes. 

5. I read. 6. You read. 7. He reads. 

Verbs ending' in S or ES are used in statements 
and inquiries about one. 

Verbs do not end in S or ES when used with I or 
YOU in statements and inquiries about one. 

5. Change these statements and inquiries so that 
they shall speak of more than one : — 

1. The man walks fast. 

2. The child goes to school. 

3. Does the boy study ? 

4. The lamb plays. 

5. Does the eagle fly ? 

6. Change these statements and inquiries so that 
they shall speak of only one: — 

1. Do the Germans like music? 

2. Indians hunt. 

3. Monkeys chatter. 

4. Do geese live in the water? 



LESSON XIV. 

THE COMMAND. 

1 . Copy these groups of words : — 
1. Bring me your knife. 



English Grammar — Part One. 



2. Do not swear, boys. 

Do these groups state something? Do the}' ask a ques- 
tion? Do they order or request something to be done? 

A group of words that orders or requests some- 
thing to he doue is a COMMAND. 

A command should begin with a capital and end 
with a period. 

2. Copy these commands and. notice carefully the 
use of the comma: — 

1 . Stella, close the door. 

2. Obey your parents, children. 

3. Come and see me, Samuel, whenever you can. 

3. Write three commands, using a proper noun for 
the first word of each. 

4. Write three commands, using the name of the 
person addressed for the last word. 

5. Write three commands, placing the name of the 
person addressed in the middle. 

Statements, inquiries, and commands are all called 
SENTENCES. 

A statement is a DECLARATIVE Sentence. 
An inquiry is an INTERROGATIVE Sentence. 
A comma nd is an IMPERATIVE Sentence. 



LESSON XV. 

1. Write a declarative sentence, an interrogative 

sentence, and an imperative sentence with each of these 
words: — 

books, children, Albert, mother, truth, ink. 



English Grammar — Part One. 



APPLES. 

2. Write sentences about apples, telling where they 
grow, what is outside, what is inside, their colors, their 
size, their uses. 



LESSON XVI. 

THE ADJECTIVE. 

i . Copy these sentences : — 

1. The tree was tall. 

2. The apple is sweet. 

What word cells what kind of tree is meant ? What 
word tells the kind or quality of the apple ? 

A word that tells the kind or quality of an 
object is called an ADJECTIVE. 

2. Write eight sentences, using a different adjective 
with each of these nouns: — 

snow, grass, sky, ball, 

paper, knife, wood, ice. 

3. Copy the following words, placing the proper 
nouns, the common nouns, the verbs, and the adjectives 
in separate columns : — 

pretty, garden, girl, weeps, cat, 

Tom, beautiful, hears, Carlo, sour, 

long, Springfield, soft, sweet, goes, 

hard, Rover, blue, chews, cow. 

4. * Write a sentence containing a proper noun, a 
common noun, an adjective, and a verb. 



English Grammar — Part One. 23 



LESSON XVII. 

PUNCTUATION. REVIEW. 

1. Copy these sentences and notice the use of the 
comma and the word and: — 

1. A long, crooked path leads to the woods. 

2. The path is long and crooked. 

2. Use two adjectives in a sentence with each of 
these nouns. Do not repeat. Place the adjectives be- 
fore the nouns. 

Chair, apple, peach, stove. 

3. Write your sentences again, placing the adjec- 
tives after the nouns. 

4. Use three adjectives in a sentence with each of 
these nouns. *Do not repeat. Place the adjectives 
before the nouns. 

Eagles, mountains, bees, a ball. 

5. Write the sentences again, placing the adjectives 
after the nouns. 

6. Combine each group of statements into one: — - 

f Gold is heavy. | A fish swims. 

1. ■< Gold is yellow. 2. \ A bird flies. 

(_Gold is precious. [_ A frog jumps. 

* When the pupil is required to select and use a list of words of 
any part of speech, it is not expected that he will use the same 
word twice. If teachers will insist on this, they will soon see 
quite an increase in the vocabulary of their pupils. Hereafter, 
the words, "Do not repeat," will be omitted. 



24 English Grammar — Part One. 

o f The dog barks. f A pig squeals. 

[_ The cat mews. * ) A duck quacks. 

] A hen cackles. 
I A sheep bleats. 

I A book is on the table. 
MA bell is on the table. 
I A box is on the table. 



LESSON XVIII. 

SKATING AND RIDIXG A BICYCLE. 

Write about these two sports, telling fully what each 
is, when practiced, the pleasures of each, the objections 
to each. Close by telling which you prefer, and give 
the reasons for vour choice. 



LESSON XIX. 

REVIEW. 

i. Use each pair of these words in a sentence: — 
be, bee; through, threw: meat, meet; 

hear, here; week, weak; wood, would; 

know, no; deer, dear; son, sun; 

right, write; hour, our; flour, flower; 

buy, by ; beal, heel ; beat, beet. 

2. Here are two lists of nouns. Select two words, 
one from each list, and use them in a sentence so that 
the word from the second list will tell of what some 



English Grammar — Part One. 25 

object in the first list is made; thus, "Flour is made of 
wheat. ' ' 

(1) (2) 

calico, wheat, 

a saw, cotton, 

linen, horn, 

shoes, wool, 

flour, leather, 

flannel, flax, 

combs, flour, 

bread, steel. 



LESSON XX. 

SUBJECT AND PREDICATE. 

1. Cop3 T these sentences: — 

1. Fire burns 

2. The dog is black. 

3. My old cat ran into the house. 

You will see that each sentence has two parts. The 
first part tells what we are speaking about, and the 
second part tells what we say about the first part. 

The part of the sentence that tells what we are 
speaking- about is called the SUBJECT, and the 
part that tells what we say about the subject is 
called the PREDICATE, 

2. Use each of these words in a sentence and draw 
a vertical line between the subject and the predicate : — 

Chicago, town, marble, mountain. 



26 English Grammar — Part One. 

3. Supply subjects for these predicates : — 

1. climbs mountains. 

2. is gray. 

3. are white. 

4. are rough. 

4. Supply predicates for these subjects: — 

1. The train . 3. Greenland and Iceland . 

2. An old man — . 4. Grover Cleveland . 

5. Supply two predicates for each of these subjects, 
thus, " The dog bites and barks." 

1. Foxes . 4. Kittens . 

2. Bears . 5. Apples . 

3. Teachers : — . 6. Pupils . 

6. Use each of these words in a sentence, and draw 
a vertical line between the subject and the predicate: — 

ball, bawl; flea, flee; knot, not; 

bell, belle; grown, groan ; male, mail; 

bare, bear; hare, hair; ore, oar. 



LESSON XXI. 

THE SCHOOL ROOM. 

Write an essay on the school room, using the follow- 
ing outline: — 

the size, the doors, the windows, the table, the desks, 
an}' other furniture there ma}- be in the room, the 
appearance of the walls, the appearance of the floor. 

2. Use each pair of these words in one sentence : — 
done, dun ; hole, whole; tale, tail;" 

pale, pail; one, won; heard, herd. 



English Grammar — Part One. 27 



LESSON XXII. 

THE OBJECT. 

1 . Are these sentences complete ? 

1. Henry struck . 

2. The cat caught . 

3. We wear . 

Some verbs that express action require a word 
to complete their meaning". This word is called 
the OBJECT of the verb. 

2. Write the words that are used as objects in these 
sentences : — 

1. We wear clothing. 

2. Henry struck Charles. 

3. The cat caught a mouse. 

4. The eagle saw me. 

5. The orator made a speech. 

6. Washington gained victories. 

7. Aaron Burr killed Alexander Hamilton. 

8. The Romans captured Carthage. 

3. Use each of these words as the object of a verb: — 

hone}', copper, us, her, cat, me, stockings, them, basket, 
him, you. 

4. Write sentences in which each of these verbs 
shall have two objects: — 

chops, choose, eats, drink, sells, tears, sees, study, drives, 
cooks. 



28 English Grammar — Part One. 

LESSON XXIII. 

Name the three different kinds of sentences. With what 
should every sentence begin ? What should be placed 
after a declarative and an imperative sentence ? What 
should be placed after an interrogative sentence? 
How many parts has a sentence ? What is the subject? 
What is the predicate ? , What is the object ? 

THE SENTENCE, 
i. Write the definition of, — 

a sentence; a declarative sentence; an interrogative sen- 
tence; an imperative sentence; the subject; the 
predicate; the object. 

2. Combine your definitions so as to form a con- 
nected essay on The Sentence. 



LESSON XXIV. 

THE VERB CONTINUED. 

i. Examine this sentence: — 
The field is large. 

In this sentence the word is is a verb, but it does not 
express action. It simply asserts existence or being. 

A word that expresses action or being is a verb. 

2. Sometimes a verb consists of more than one 
word; as, 

1. Mary can read. 

2. The train has gone, 

3. The letter should have been written. 



English Grammar — Part One. 29 

3. Name the verbs in these sentences: — 

1. Leaves fall to the ground. 

2. I know it. 

3. Where is he? 

4. We are reading about the lion. 

5. The colt has been running through the meadow. 

4. Use each of these verbs in a sentence: — 

has been, is running, should learn, can be seen, will 
choose, shall be chosen. 

5. Write five sentences, each having a verb com- 
posed of two words. 

6. Write three sentences, each having a verb com- 
posed of three words. 

7. Try to write a verb composed of four words. 



LESSON XXV. 

THE PRONOUN. 
1. Examine these sentences: — 

1. John learns because he studies. 

2. I go to school. 

In the first sentence, is he the name of anything? Is it 
a noun ? Who studies ? What word is used instead 
of John? 
In the second sentence, who goes to school ? Is the word 
J a noun ? The word J is used instead of what word? 
( It is used instead of the name of the speaker). 
The words J and he are Pronouns. 
A word used for or instead of a noun is a 
PRONOUN. 



30 English Grammar — Part One. 

2. Copy the pronouns in these sentences : — 

1. They are good boys. 

2. Henry has his book. 

3. The children study their lessons. 

4. She scolded him. 

5. Can you see us ? 

6. Here is the boy who was hurt. 

7. This is the man whom you saw. 

3. Fill each of these blanks with a pronoun : — 

1. are my friends. 

2. are my friend. 

3. went to . 

-i. The teacher told to go. 

5. The pupils have lost books. 

6. must go with and . 

4. Write three declarative, three interrogative, and 
three imperative sentences, using a different pronoun in 
eace sentence. 



LESSON XXVI. 

THE ADVERB. 

Copy these sentences: — 

1. He writes well. 

2. The pitcher is here. 

What word tells how he writes? What word tells 

where the pitcher is? 
Well and here are adverbs, modifying the verbs 

writes and is. 

3. The apple is very sweet. 

4. You came too soon. 



English Grammar — Part One. 



What part of speech is sweet? What word tells how 
sweet? What does soon tell ? What part of speech 
is soon? What word tells how soon? 

In these sentences very and too are adverbs. 

A word used to modify a verb, an adjective, or 
an adverb, is an ADVERB. 

2. Write a sentence with each of these adverbs: — 
Early, often, always, kindly, rarely, quietly, bravely, 

gently, very, nicel3\ 

3. Write three sentences in which an adverb 
modifies a verb. 

4. Write three .sentences in which an adverb modi- 
fies an adjective. 

5. Write three sentences in which an adverb 
modifies an adverb. 

6. Cop3 T these adjectives and adverbs. 



ADJECTIVES. 


ADVERBS. 


ADJECTIVES. 


ADVERBS. 


quick, 


quickly; 


bright, 


brightly; 


bold, 


boldly; 


bad, 


badly; 


nice, 


nicely; 


sweet, 


sweetly ; 


rapid, 


rapidly; 


careless, 


carelessly 



How are the adverbs in the above list made ? 
7. Write two sentences, each containing three 
adjectives and two adverbs. 



LESSON XXVII. 

THE PHRASE. 

1. Examine these groups of words: — 



32 English Grammar — Part One. 

ripe apples; a truthful child ; 

in the house; under the tree. 

Are the above words properly put together? Does each 
group express a complete thought ? 

A group of words properly put together, but not 
expressing a thought, is a PHRASE. 

2. Copy the following groups of words. Write the 
sentences in one column, the phrases in another, and 
those which are neither sentences nor phrases in a third. 

1. Fell heavily. 7. There was a heavy rain. 

2. Covered with snow. 8. To the city. 

3. The grass is tall. 9. Speak the truth. 

4. City to the. 10. The grass is tall. 

5. Over the barn. 11. The ground was covered with 

snow. 

6. Careful thinking. 12. Grass tall. 

3. Add phrases to these sentences: — 

1. The birds fly . 

2. Axes are made . 

3. The house stands . 

4. The largest city is . 

5. The lambs play — . 

4. Write ten sentences, each containing a phrase. 



LESSON XXVIII. 

THE PREPOSITION. 



1. Copy these sentences: — 
1. The cat is in the house. 



English Grammar — Part One. 33 

2. The cat is on the house. 

3. The cat is under the house. 

In these sentences the words in, on, and under show 
the situation of the cat with reference to, or in relation 
to, the house. We might say the cat is by, before, 
beside, or behind the house. The words in, under, 
on, before, etc., are Relation words, or Prepo- 
sitions. 

2. Write six sentences, each containing a preposi- 
tion. 

3. Write a sentence containing the preposition, — 

at, through, across, towards, upon, during, by, over, 
among, between. 

You will notice that a preposition is nearly always fol- 
lowed by a noun or pronoun. The noun or pronoun 
is called the object of the preposition, and may be 
modified by one or more adjectives; as, "He went to 
a good school." Here school is the object of the 
preposition to, and has two modifiers, a and good. 

4. Write sentences in which each of these words 
shall be used as the object of a preposition: — 

armor, them, keg. neighbor, him, story, 
pond, her, piano, ice, it, coach-man. 



LESSON XXIX. 

THE CONJUNCTION. 

Examine these sentences: — 

1. Mary and Lucy read. 

What word connects Mary and JL/iicy ? 



34 English Grammar — Part One 



2. Mary reads and Lucy writes. 

How many thoughts or assertions in this sentence? 
What word connects the assertions. 

3. Mar\ r studies but Lucy recites. 
What word connects the two thoughts? 

2. Name the connecting words in these sentences: — 

1. Mary learns because she studies. 

2. Walter writes well but slowly. 

3. She or I will go. 

4. The laborer worked although he was sick. 

Connecting Avoids are called CONJUNCTIONS. 

3. Fill these blanks with conjunctions: — 

1. He will neither go send am- body. 

2. He works hard he is old. 

3. I will go you will. 

4. Vanderbilt became rich he was careful. 

4. Write five sentences, each having a conjunction. 

5. Use each pair of the following words in a 
sentence. Name the conjunctions in the sentences you 

write. 

all, awl; bow, beau: flew, flue; 

reed, read ; sole, soul ; steel, steal ; 

toe, tow ; weigh, way; seem, seam. 



LESSON XXX. 

QUOTATIONS. 

1 . Copy these sentences : — 

1. The man said, "You must not take my apples,' 



English Grammar — Part One. 35 

2. "I wish I had a kite," said Clarence Reed. 

3. "Come, Fannie," said Julia, "and go with me." 
Who said part of the first sentence? Of the second? 

Of the third. 

Words and sentences borrowed from another 
are called QUOTATIONS. 

2. In the quotations just used observe, — 

1. The marks that enclose the quotations. 

2. That in the third sentence the quotation is broken in 
two, and the quotation marks enclose each part. 

3. That the quotation is separated from the rest of the 
sentence by a comma. 

*4. That when a quotation expresses a thought, it 
should begin with a capital. 

3. Copy these sentences, and. place quotation-marks 
where necessary: — 

1. Watch my horse, and I'll give you a dime, said the 
soldier. 

2. The cat said, I'll catch you, little mouse. 

3. I know, said Charles, what you want. 

4. The boy said, come here, Towser. 

4. Write five sentences, using quotations. 

5. Imagine two boys, Ralph and Arthur, talking 
about the Fourth of July. Write what they might say 
to each other, using quotation-marks where necessary. 

*lt is not thought best to speak of direct or indirect quotations 
in this place. 



36 English Grammar — Part One. 

LESSON XXXI. 

REVIEW. 

i. Point out the nouns, pronouns, verbs, adjectives, 
adverbs, prepositions, and conjunctions in these sentences. 
Tell whether the nouns are proper or common. Name 
the subject, predicate, and object. 

1. Roses delight us with their color and fragrance. 

2. The music of the organ resembles the roar of the 
thunder. 

3. Charles Dickens was buried in Westminster Abbey. 

4. Swallows sometimes build their nests in chimneys. 

5. Dates grow on palm trees. 

6. Cassar gained very many victories. 

7. A large basket was filled with ripe peaches. 

8. People often make mistakes. 

9. The inhabitants of Switzerland are ver\' industrious. 

10. He is an exceedingly careful workman. 

11. The careless boy lost his coat and his cap. 

12. The wind and the rain delayed our journey. 

13. Sooner or later we must pass away. 

14. I never before saw a more beautiful sight. 

15. The weary father gently kissed his sick child. 

16. She gave her sister a new book. 



LESSON XXXII. 

REVIEW. 

i. Name the nouns, pronouns, etc., as in the pre- 
vious lesson. 



English Grammar — Part One, 37 

1. Some very large diamonds were bought. 

2. The birds and flowers have now appeared again. 

3. Bad habits are seldom overcome. 

4. Good men are very frequently abused b}' bad men. 

5. Some mountains are high and grand. 

6. Every man should carefully think for himself. 

7. We saw many beautiful works of art. 

2. Insert commas, capitals, and quotation marks, 
where necessary, in these sentences : — 

1. Longfellow says learn to labor and to wait. 

2. He also says art is long and time is fleeting. 

3. Hard work said he is the key to success. 

4. Night is the time for rest says the poet. 

5. The child is father of the man writes Wordsworth. 

6. How many are you then said I if they two are in 
heaven? 

7. 'Tis only noble to be good says Tenn\ 7 son. 

8. He said to the wild sea be still. 



LESSON XXXIII. 



CITY OR COUNTRY. 



Write an essay telling whether you would rather live 
in the city or in the country, and give reasons for your 
choice. Be careful about your spelling and punctua- 
tion. 



PART TWO. 



LESSON I. 

NOUNS— PROPERTIES— GENDER. 

i. A noun is the name of anything; as, London, 
city, man, hope. 

2. A Proper Noun is the name of a particular person, 
place, or thing; as, Charles, London, Towser. 

3. A Common Noun is a general name, and can be 
applied to any one of a class; as, boy, city, dog. 

Several parts of speech are subject to changes in form 
and meaning; as, bo\', boj-s ; girl, girl's; large, larger; 
read, reads. Such changes of form or meaning are 
called PROPERTIES, or MODIFICATIONS. 

4. Gender is a distinction of nouns and pronouns 
in regard to sex. 

5. Nouns and pronouns that refer to males are of 
the Masculine Gender; as, father, he, Henry, king. 

6. Nouns and pronouns that refer to females are of 
the Feminine Gender; as, sister, she, Mary, queen. 

7. Nouns and pronouns that refer to objects neither 
male nor female, are of the Neuter Gender; as, tree, 
city, it, house. 



4-0 English Grammar — Part Tivo. 

8. Nouns and pronouns that refer to either males 
or females, or both, are of the Common Gender; as, 
parent, bird, they, children 

9. Notice these nouns: — 

brother, sister; lion, lioness; man-servant, maid-servant. 
You will notice that the gender is shown in different 
ways. 

10. The gender of nouns is shown in three ways: by 
using different words, by using different endings, and 
by placing different words before a noun of the common 
gender. 

n. Copy these masculine nouns, and opposite each 
write the corresponding feminine form: — 

bachelor, husband, uncle, emperor, 
boy, king, man, Mr., 

brother, nephew, actor, he-goat, 

father, son, tiger, land-lord. 

12. Write three sentences having masculine subjects 
and feminine objects. 

13. Write three sentences having feminine subjects 
and neuter objects. 

14. Write three sentences having nouns of the com- 
mon gender for subjects. 

The tendenc}' of modern writers is to omit the feminine 
ending from many words to which it was formerly at- 
tached. This tendency should be encouraged, for we 
have no need of such words as authoress, editress, 
and instructress. 



English Grammar — Part Tvjo. 41 



LESSON II. 

PERSON. REVIEW. 

1. Examine these sentences: — 

1. I, John, am sixteen years old. 

2. Henry, you are sixteen years old. 

3. William says he is sixteen years old. 

You will observe that I and John in the first sentence 
refer to the speaker, that Henry and you in the 
second sentence refer to the person spoken to, and that 
William and he in the third sentence refer to the 
person spoken of. This change in the use of nouns and 
pronouns is called PERSON. 

2. Person is that property of a noun or pronoun 
which denotes the speaker, the person spoken to, or the 
person spoken of. 

3. The First Person denotes the speaker; as, "I, 
Paul, am an apostle." 

4. The Second Person denotes the person spoken 
to; as, " James, come here." " Mr. President, I sec- 
ond that motion." 

5. The Third Person denotes the person or thing 
spoken of; as, "Caesar was a general" "I heard the 
thunder roar." 

6. Name the gender and person of the nouns and 
pronouns in these sentences: — 

1. Friends, I am glad to see you. 

2. Are these trees old ? 

3. Are you here too, Brutus? 

4. The citizens believe that they arc not in the wrong. 



42 English Grammar — Part Tivo. 

5. Queen Victoria is queen of England. 

6. When Lucy had solved the problem she said, "I 
have it." 

7. Write a sentence having for its subject, — 

1. A proper noun, masculine, third person. 

2. A pronoun, masculine, second person. 

3. A pronoun, feminine, second person. 

4. A pronoun, neuter, third person. 

5. A pronoun, masculine, first person. 

6. A common noun, feminine, third person. 

7. A common noun, common gender, third person. 

8. Use each of these words in sentences: — 

fir, fur; hose, hoes; pray, prey; in, inn; peace, piece; rode, 
road, rowed. 



LESSON III. 

NUMBER. 

1. Examine these nouns and pronouns: — 
book, books; box, boxes; I, we; he, they. 

You will observe that some of them mean one and some 
mean more than one. This change in meaning is called 
Number. 

2. Number is that modification of a noun or pro- 
noun by which it denotes one or more than one. 

3. The Singular Number denotes but one. 

4. The Plural Number denotes more than one. 

5. Most nouns form the plural by adding S to the 
singular; as, tree, trees; eagle, eagles. 



English Grammar — Part Two. 43 

6. Notice these singular and plural nouns: — 
dress, dresses; bench, benches; fox, foxes; dish, dishes. 
If you add s to these singular nouns, } r ou will find that 

you cannot pronounce them without making an addi- 
tional syllable. The plural of such nouns is formed by 
adding es. 

7. Nouns ending in S, z, x, sh, and (:h, form the 
plural by adding es. 

8. Examine these singular and plural nouns: — 
boy, boys; lad\ r , ladies. 

What letter precedes y in boy? Is it a vowel or con- 
sonant ? What letter precedes y in lady? Is it a 
vowel or consonant ? 

9. Nouns ending in y preceded by a vowel, form 
the plural by adding S. Nouns ending in y preceded 
by a consonant form the plural by changing y to i and 
adding es. 

10. Most nouns ending in f and fe form the plural 
by adding S. The following change f and fe to v and 
add es: — 

beef, calf, half, knife, leaf, life, self, shelf, thief, wife, wolf. 

n. Write the plural of each of the following nouns. 
and give the rule: — 



latch, 


body, 


brush, 


count}', 


safe, 


sky, 


circus, 


pony, 


proof, 


roof, 


berry, 


ferry , 


wife, 


chief, 


city, 


baby, 


daisy, 


half, 


turkey, 


buggy. 



44 English Grammar — Part Two. 

LESSON IV. 

NUMBER CONTINUED. 

i. Some nouns form the plural irregularly; as, 
child, children; goose, geese; 

foot, feet; man, men; 

mouse, mice; ox, oxen; 

tooth, teeth; woman, women. 

2. Change the nouns of these sentences from the 
singular to the plural, and write the sentences correctly: — 

1. The alley is narrow. 

2. The branch is long. 

3. The army has marched a long distan ;e. 

4. The monkey is a cunning animal. 

5. A large fly sat on the plate. 

6. My pony is black and my ox is brown. 

7. The thief stole a muff and a calf. 

3. Examine these sentences: — 

1. This man is old. 

2. That boy is skating. 

3. These men are old. 

4. Those boys are skating. 

4. This and that are used with singular nouns, and 
these and those with plural nouns. 

5. Use these instead of this, and those instead of 
that, and re- write these sentences: — 

1. This lady has a bonnet. 

2. That ox is large. 

3. That tooth is decayed. 

4. This knife has two blades. 

5. Was this penny made in 1894? 

6. That wild-goose is going south. 



English Grammar — Part 7\oo. 45 

6. Fill these blanks with this, that, these, and 

those in turn, and write the sentences correctly : — 
i. I do not like kind of apples. 

2. sort of berries is not sweet. 

3. The teacher likes to have kind of boys in his 

school. 

7. Use each of these words in a sentence having a 
singular subject: — 

fair, fare; seller, cellar; sent, cent, scent; gate, gait; red, 
read; sees, seas, seize. 

8. Use each of these words in a sentence having a 
plural subject: — 

lie, lye; tax, tacks; pare, pair, pear; sell, cell; ware, wear; 
to, two, too. 



LESSON V. 

CASK — FORMATION OF THE POSSESSIVE. 

1. Examine these sentences: — 

1. The man is sick. 

2. I know the man. 

3. The book belongs to the man. 

4. I have the man's hat. 

You will observe that a noun (or a pronoun) may have 
different offices in a sentence. It may be the subject, 
it may be the object of a verb or preposition, or it 
may denote possession. These different offices of 
nouns and pronouns are called cases. 

2. A noun or pronoun used as the subject of a sen- 
tence is in the Nominative Case. 



46 English Grammar — Part Two. 



3. A noun or pronoun used as the object of a verb 
or preposition is in the Objective Case. 

4. A noun or pronoun used to denote possession is 
in the Possessive Case. 

4. Give the case of all the nouns in these sen- 
tences: — 

1. The dog caught Marj^'s pet kitten. 

2. The teacher and pupils heard the girl's song. 

3. Burgoyne surrendered at Saratoga. 

4. The Second Continental Congress convened at Phil- 
adelphia. 

5. The temple of Jupiter was in Rome. 

6. Jupiter's temple was in Rome. 

7. The dog ran under the house. 

8. Can the deer run ? 

9. Have the men returned from the city ? 

10. December's cold and dreary days are here. 

6. In these sentences examine the nouns that are in 
the possessive case: — 

1. The boy's hat is torn. 

2. The boys' hats are torn. 

3. The child's books are new. 

4. The children's books are new. 

7. Singular nouns, and plural nouns not ending in 
S, form the possessive by adding the apostrophe (') and 
s. Plural nouns ending in s form the possessive by 
adding the apostrophe only. 

When you wish to write the possessive plural of a noun, 
write the plural first, then examine it before you decide 
whether to add the apostrophe only or the apostrophe 
and s. 



English Grammar — Part Two. 47 

8. Write the possessive singular, the plural, and 
the possessive plural of these nouns; thus, 

POS. SING. PLURAL. POS. PLURAL. 

boy's, boys, boys.' 

bird, man, child, dog, lady, woman, box, horse. 



LESSON VI. 

CASE CONTINUED. 

1. Change these expressions to the form of the 
possessive case; thus, 

The hat of the lady— The lady's hat. 

1. The hats of the ladies. 

2. The store of the farmers. 

3. The shoes of the children. 

4. The feathers of the bird. 

5. The feathers of the birds. 

6. The wings of the butterflies. 

7. The tails of the monkeys. 

8. The records of the ball-players. 
*9. The decision of the judges. 

2. Examine this sentence: — 
Milton was a poet. 

Is poet part of the predicate? Does it mean the same 
person as Milton? Does the verb was express action? 
Can poet be the object of was? 

* These exercises should be continued until the pupils can form 
the possessive without making mistakes. 
4 



English Grammar — Part Ttoo. 



3. When a noun forms part of the predicate and 
denotes the same person or thing as the subject, it is 
called a predicate noun, or predicate nominative, and 
is in the same case as the subject. 

The predicate nominative may be a pronoun ; as, "I am 

ie." 
The predicate nominative is sometimes called Attribute 

Complement. 

4. Name the object of the verb in each of these 
sentences: — 

1. Caesar conquered Gaul. 

Harvey discovered the circulation of the blood. 

Grant led the army. 

DeFoe wrote "Robinson Crusoe." 

5. Name the predicate noun in each of these sen- 
tences: — 

1. Caesar was the conqueror of Gaul. 

2. Harvey was the discoverer of the circulation of the 
blood. 

3. Grant was the leader of the army. 

4. DeFoe was the author of Robinson Crusoe. 

5. They had been friends in youth. 

6. Washington has been called the Father of his Coun- 
try. 

7. The studious boy became a good scholar. 



LESSON VII. 

REVIEW. 

1. Name the objects and the predicate nouns in 
these sentences: — 



English Grammar — Part Tv)o. 49 

1. The laws of nature are the thoughts of God. 

2. Franklin invented the lightning-rod. 

3. Fulton was the inventor of the steam-boat. 

4. The people of Norway and Sweden are called Scandi- 
navians. 

5. Roger Williams was the founder of Rhode Island. 

6. Lee surrendered his army to Grant. 

2. Name the case of each noun in the six sentences 
just given. 

3. Use each of these nouns in six sentences: First 
in the nominative case, subject; second, in the nomina- 
tive case, predicate; third, in the objective case, object 
of a verb; fourth, in the objective case, object of a pre- 
position; fifth, in the possessive singular; sixth, in the 
possessive plural. 

squirrel, mountain, coward, pony. 

4. We now see that the modifications of nouns are 
gender, person, number, and case. 



LESSON VIII. 

PHRASES CLASSIFIED. 

A modifier may be a phrase; as, 

1. The strength of the lion is great. 

2. The President lives in Washington. 

You will notice that of the lion modifies the noun 
strength, and in Washington modifies the verb 
lives. 



50 English Grammar — Part Two, 

2. A phrase modifying a noun or pronoun is an 
Adjective Phrase, and a phrase modifying a verb, an 
adjective, or an adverb, is an Adverb Phrase. 

3. Cop} 7 the phrases in these sentences. Place the 
adjective phrases in one column, and the adverb 
phrases in another. 

1. The sun sets in the west. 

2. The house on the hill is large. 

3. Hannibal was a general of great renown. 

4. The train of emigrants went slowly over the prairie. 

5. Campbell University stands on a hill. 

6. The water of the ocean is salt. 

7. A large number of bushels of wheat was carried on a 
train of twenty cars. 

8. The city of Philadelphia is on the Delaware river. 

4. Write five sentences containing adjective phrases. 

5. Write five sentences containing adverb phrases. 



LESSON IX. 

PARSING. 

1. Parsing a word is naming the part of speech, 
the class or subdivision to which it belongs, all its 
modifications, and its relations to other words. * 

2. The following is the order for parsing nouns: 
noun, class, gender, person, number, case, syntax. (By 
syntax is meant the office in the sentence. ) 

"For good parsing it is necessary to have a regular and system- 
atic order, and to follow the same order all the time. 



English Grammar — Part Two. 



51 



Examples : Columbus was a sailor and had three ships 

in his fleet, 
Columbus is a noun, proper; masculine gender, third 

person, singular number, nominative case, subject of 

the verbs was and had. 
Sailor is a noun, common; masculine gender, third 

person, singular number, nominative case, in predicate 

with the verb was. 
Ships is a noun, common; neuter gender, third person, 

plural number, objective case, object of the verb had. 

Fleet is a noun, common; neuter gender, third person, 
singular number, objective case, object of the preposi- 
tion in. 

Remark. — At first pupils should say "masculine gender, 
third person, singular number," etc., but alter they are 
familiar with the order they may say "masculine, 
third, singular," etc. 

3. The following is a model for written parsing: 





CLASS 


GENDER 


PERSON 


numb'r 


CASE 


SYNTAX 


Columbus 


proper 


mas. 


third 


sing. 


nom. 


subject of was and had. 


sailor 


common 


mas. 


third 


sing. 


nom. 


predicate with was. 


ships 


common 


neu. 


third 


plural 


obj. 


object of had. 


fleet 


common 


neu. 


third 


sing. 


obj. 


object of in. 



4. Name the subjects, predicates, and objects in 
these sentences. Pick out the adjective and the adverb 
phrases and tell what word each phrase modifies. Tell 
what part of speech each word is. Parse all the nouns 
according to the preceding model. 



52 Eiiglish Grammar — Part Two. 

1. A pretty shawl, warm and white, was wrapped 
around the baby. 

2. Young persons should take exercise in the open air. 

3. Time and tide wait for no man. 

4. Hollanders can skate fast and well. 

5. After breakfast the traveler started on his way. 

6. Examine the teacher's solution carefully. 

7. The West Indies are islands in the Atlantic Ocean. 

8. Honesty is the best policy. 

9. The workman did a good day's work. 
10. Wit is not always wisdom. 



LESSON X. 

THE NOUN. 



Write an essay on the noun, telling all you can about 
its classes and properties, and giving at least one example 
after each definition. 



LESSON XI. 

PRONOUNS— CLASSIFICATION. 

i. A Pronoun is a word used instead of a noun. 
2. The Antecedent of a pronoun is the word for 
which it stands. 

Some pronouns, as I, you, and he, show by their form 
whether they stand for the speaker, the person spoken 
to, or the person spoken of. They are called Personal 
Pronouns, 



English Grammar — Part Two. 53 

3. A Personal Pronoun is one that indicates its 
person by its form. 

4. The following are the personal pronouns: — 

SINGULAR. 



nominative, 


I 


thou you 


he 


she 


it 


possessive, 


my 


th\ r your 


his 


her 


its 


objective, 


me 


thee you 


him her 


it 






PLURAL. 








nominative, 


we 


3 r e you 




they 




possessive, 


our 


your 




their 




objective, 


us 


you 




them 





The nominative forms should not be used as objects, nor 
the objective forms as subject or predicate nominative. 

5. Sometimes self or selves is added, to the per- 
sonal pronouns. They are then called Compound Per- 
sonal Pronouns. 

The Compound Personal Pronouns are myself, thy- 
self, yourself, himself, herself, and itself in 
the singular, and the plurals, ourselves, your- 
selves, and themselves. 

6. Examine these sentences: — 

1. Who has my book? 

2. Which is right? 

3. What have you? 

In these sentences who, which, and what stand for the 
names that represent the answers to the questions; 
therefore, they are pronouns. They are used to ask 
questions; therefore, they are called Interrogative 
Pronouns. 

7. An Interrogative Pronoun is one used in asking 
questions. 



54 English Grammar — Part Tico. 

The interrogative pronouns are who, which, and what. 
Whose is the possessive form of who and which, 
and whom is the objective form of who. 

8. Examine these sentences: — 

1. Some (men) are rich. 

2. Each (pupil) must study for himself. 

3. This book is yours, that (book) is mine. 

In these sentences, if we use the words in parentheses, 
the words some, each, and that are adjectives. If 
we omit the words in parentheses, the words some, 
each, and that take their place, or stand for them. 
Therefore, they are called Adjective Pronouns. 

9. An Adjective Pronoun is one that performs the 
offices of an adjective and a noun. 

io. Point out all the pronouns in these sentences, 
and tell whether they are personal, interrogative, or 
adjective. 

1. Who defeated Napoleon? 

2. Many do not obtain their wishes. 

3. Who is he? 

4. I heard her request. 

5. These are white but those are black. 

6. I saw them when they did it. 

ii. Pronouns have the same modifications as nouns. 

i2. A pronoun must have the same gender, person, 
and number as its antecedent, but its case depends on 
its office in the sentence. 



English Grammar — Part Two. 55 



LESSON XII. 

PRONOUNS — PARSING. REVIEW. 

1 . The following is the order for parsing pronouns : 
class, gender, person, number (to agree with its ante- 
cedent); case, syntax. 

Examples. — "The boy learns because he studies." He 
is a pronoun, personal; masculine, third, singular, to 
agree with its antecedent, boy; nominative, subject of 
the verb studies. 

"I have her book." 

J is a pronoun, personal; common gender, first, singular, 
to agree with its antecedent, the speaker; nominative, 
subject of the verb have. 

Her is a pronoun, personal; feminine, third, singular, to 
agree with its antecedent, the person spoken of; pos- 
sessive, possessor of book. 

"Who are you?" (you are who?) 

You is a pronoun, personal; common, second, plural,* 
to agree with its antecedent, the person or persons ad- 
dressed; nominative, subject of the verb are. 

"Who is going?" 

Who is a pronoun, interrogative; common, third, singu- 
lar, to agree with its antecedent, the person spoken of. 
nominative, subject of the verb is going. 

2. Model for written parsing. 
"She studies her lessons." 

* You should always be parsed as plural, because it always 
requires a plural verb. 



56 



English Grammar — Part Two. 





CLASS 


GENDER 


PERSON 


NUMB'fi 


she 
her 


per. 
per. 


fern, 
fem. 


3rd. 
3rd. 


sing 
sing 



ANTECEDENT 



per. spoken of 
she 



no in 
pos. 



sub. of studies. 
possesses lessons 



3. Parse the pronouns in these sentences: — 

1. My friends visit me often. 

2. We improve ourselves by close application. 

3. When Mary was old enough, her mother sent her to 
school. 

4. Who robbed the bird's nest ? 

5. This is not right. 

6. Very few injure themselves by too much stud\-. 

7. What did he do ? 

8. Thou shalt not kill. 

4. Write a sentence having for its subject, — 
1 . A personal pronoun, first, singular. 

A personal pronoun, first, plural. 

A personal pronoun, second, plural. 

A personal pronoun, masculine, third, singular. 

A personal pronoun, neuter, third, singular. 

A personal pronoun, common, third, plural. 

An interrogative pronoun. 

An adjective pronoun, singular. 

An adjective pronoun, plural. 



9. 



5. Write a sentence having for its predicate nom- 
inative, — 

1. A personal pronoun, third, singular. 

2. A personal pronoun, common, third, plural. 

3. A personal pronoun, common, first, plural. 

4. A personal pronoun, common, first, singular. 



English Grammar — Part Two. 57 

Write a sentence having for its object, — 

1. An adjective pronoun, singular. 

2. An adjective pronoun, plural. 

3. A personal pronoun, masculine, third, singular. 

4. A personal pronoun, third, plural. 

5. A personal pronoun, feminine, third, singular. 

6. A personal pronoun, neuter, third, plural. 



LESSON XIII. 

i. Write sentences, nsing nine different personal 
pronouns as predicate nominatives. 

2. Write an essay on the pronoun, defining the dif- 
ferent classes and modifications, and illustrate each defi- 
nition by examples. 



LESSON XIV. 

ADJECTIVES — CLASSIFICATION AND 
COMPARISON. 

1. An adjective is a word used to modify a noun or 
pronoun. 

2. Examine these phrases: — 

ripe apples, large apples, three apples, this apple. 

You will observe that ripe and large tell the kind or 

quality of the apples, but three and this do not tell 

the kind or quality. 

3. A Descriptive Adjective is one that describes a 



58 English Grammar — Part Ttoo. 



noun or pronoun by expressing some quality belonging 
to it; as, good boys, small trees. 

4. A Definitive Adjective is one that does not 
express a quality; as, several boys, those trees. 

5. Separate these adjectives into two lists, one con- 
taining the descriptive, and the other the definitive. 

high, low, green, long, one, hot, full, deep, beautiful, 
short, first, last, sweet, hard, that, the, heavy, a, an, 
sharp, those. 

6. Such adjectives as American Spanish etc., are 
called Proper Adjectives, and should begin with a 
capital letter. 

7. Examine these sentences: — 

1. Jane's apple is sweet. 

2. Lucy's apple is sweeter than Jane's. 

3. Stella's apple is the sweetest of all. 

All the above apples have the quality of sweetness, but 
they do not have the same degree of sweetness. Ad- 
jectives express three different degrees of quality, and 
as they express these different degrees when two or 
more objects are compared, these degrees are called 
Degrees of Comparison, 

8. Descriptive Adjectives have three degrees of 
comparison: the Positive, the Comparative, and the 
Superlative. 

Giving the different degrees of an adjective is called 
Comparing it, or giving its Comparison. 

Comparison is the only modification belonging to adjec- 
tives. 

9. Compare these adjectives: — 
Slow, quick, rough, large. 



English Grammar — Part Two. 59 

10. Adjectives of one S3'llable form the comparative 
by adding er to the positive, and the superlative by 
adding est to the positive. 

If you should compare ignorant according to the above 
rule you would have ignorant, ignoranter, igno- 
rantest. This does not sound well; therefore, such 
words are compared by using more and most; thus, 
ignorant, more ignorant, most ignorant. 

11. Adjectives of more than two syllables are com- 
pared by placing before the positive more for the com- 
parative, and most for the superlative. 

12. Compare these adjectives: — 

beautiful, voracious, intelligent, comprehensive. 



LESSON XV. 

COMPARISON CONTINUED. 

1. Notice the comparison of these adjectives: — 

POSITIVE. COMPARATIVE. SUPERLATIVE. 

pretty, prettier, prettiest; 

gentle, gentler, gentlest; 

truthful, more truthful, most truthful; 

splendid, more splendid, most splendid. 

2. Adjectives of two syllables ending in y or silent 
e are compared by using er and est. Most other ad- 
jectives of two syllables are compared with more and 
most. 

Many words are made from other words by placing one 
or more letters before or after them; thus, old, older; 
kind, unkind. 



60 English Grammar — Part Two. 

3. One or more letters added to the end of a word 
are called a suffix; placed before a word they are called 
a prefix. 

4. Notice these words: — 

pretty, prettier, prettiest; tr} r , tries, tried, trying. 

5. Words ending in y preceded by a consonant, 
change y to i when a suffix is added not beginning 
with i. (Sly and a few other words are exceptions.) 

6. Notice these words: — 

thin, thinner, thinnest; sit, sitting; plan, planning, 
planned; occur, occurred, occurring. 

7. Words of one syllable, and words of more than 
one syllable accented on the last, ending in a single 
consonant preceded by a single vowel, double the final 
consonant before a suffix beginning with a vowel. 

If you add er or est to wise, and ed or ing to love, 
you will notice that the final e of wise and love is 
dropped before the suffix is added. 

8. Words ending in silent e drop the e before a 
suffix beginning with a vowel.* 

9. Compare these words. (L,ook out for the spell- 
ing.) 

hot, happy, sad, noble, big, lazy, treacherous, jolly, able, 
white, peaceful, thin, red. thick. 

10. Some very common adjectives are irregular in 
their comparison; as, 

* These three important rules of spelling should not be neg- 
lected. Pupils should be drilled on them until they can apply 
them without making mistakes. 



English 


Grammar— 


-Part Two. 61 


POSITIVE. 


COMPARATIVE 




SUPERLATIVE. 


good, 


better, 




best; 


bad, 


worse, 




worst; 


ill, 


worse, 




worst; 


little, 


less, 




least; 


much, 


more, 




most; 


many, 


more, 




most. 


ii. A few descriptive adjectives, 


from their meaning, 


can not be compared; 


as, 






perfect, square, 


round, perpendi 


icular. (If anything is 


perfect, it can 


not be made 


more perfect.) 



LESSON XVI. 

ADJECTIVES — PARSING. REVIEW. 

i. The adjectives a, an and the, are sometimes 
called Articles. A is nsed before words beginning 
with a consonant sound, and an before words beginning 
with a vowel sound. 

2. The following is the order for parsing an adjec- 
tive: class, degree, compare it; name word it modifies. 

Example: — "The landscape is beautiful." Beautiful is 
an adjective, descriptive; positive; compared, beauti- 
ful, more beautiful, most beautiful; it modifies land- 
scape.* 

3. Parse the adjectives in these sentences: — 
1. The field is large and fertile. 

* It is necessary to parse but few adjectives, paying special 
attention only to those whose comparison is irregular. 



62 English Grammar — Part Two. 

2. The ball is round. 

3. New York is smaller than Texas. 

4. This entire country once belonged to the wild Indians. 

5. Some crimes are worse than others. 

4. Write answers to the following questions: — 

What is an adjective? How many classes of adjectives? 
Name and define each. Which class is compared ? 
How many degrees of comparison do adjectives have? 
Name them. How are adjectives of one syllable com- 
pared ? Of three syllables? What adjectives of two 
syllables are compared like adjectives of one syllable? 
What adjectives can not be compared ? 

What three rules of spelling have you learned ? Give 
examples of each. 

When should a be used ? When should an be used ? 

Are adjectives always placed before the word they mod- 
ify? Are they ever used in the predicate with a verb ? 
If so, give an example. 



LESSON XVII. 

VERBS — CLASSIFICATION. 

i . A verb is a word, that denotes action or being. 
2. Examine these sentences: — 

1. The boys walk. 

2. The boys walked. 

3. The boys will walk. 

What time is expressed by the first sentence? By the 

second? By the third? 
In speaking of the time expressed by verbs, we use the 

word tense instead ot the word time. We say a verb 

is in the present tense, past tense, or future tense. 
Which tense denotes present time? Past time? Future 

time? 



English Grammar — Part Two. 63 

3. Examine these sentences: — 

1. The boys walk. 

2. The boys are walking. 

3. The boys walked. 

4. The boys have walked. 

In what tense is the verb of the first sentenee ? Of the 
second? Of the third? 

What is the past tense of walk? How is it formed from 
walk? What form of walk is used with are in the 
second sentence? With have in the fourth sentence? 

4. The form of the verb ending in ing" and the form 
used with have are called Participles. Walking is 
the present participle and walked is the past parti- 
ciple of the verb walk. 

5. Write opposite each of these verbs (1) its present 
participle, (2) its past tense, and (3) its past participle. 
Watch your spelling. 

chop, pla} r , hop, cry, study. 

You will observe that the past tense and the past 
participle of all the above verbsend in ed. Such are 
called Regular Verbs. 

6. Write opposite each of these verbs its present 
participle, its past tense, and its past participle: — 

Write, see, do, go, catch. 

You will notice that the past tense and past participle of 
these verbs do not end in ed. Such are called irreg- 
ular Verbs. 

7. A Regular Verb is one that forms its past tense 
and past participle by adding ed to the present, in 
accordance with the rules of spelling.* 



* Some authors say " by adding d or ed." The above defini- 
tion is better because it is true. 

5 



64 English Grammar — Part Two. 



8. An irregular verb is one that does not form its 
past tense and past participle by adding ed to the 
present. 

9. Copy these verbs, placing the regular ones in one 
list, and the irregular in another: — 

blow, fly, jump, sail, whip, know, break, say, sit, work, 
destroy, enjo3',wear, travel, run, take, come, pity, give, 
call, pray, see. 

You have already learned that some verbs require an 
object to complete their meaning, and some do not. 

10. A Transitive Verb is one that requires an object 
to complete its meaning; as, "The dog caught . " 

11. An Intransitive Verb is one that does not re- 
quire an object to complete its meaning; as, "The dog 
barks. ' ' 

12. Write three sentences, each containing, — 

1. A regular, transitive verb. 

2. An irregular, transitive verb. 

3. A regular, intransitive verb. 

4. An irregular, intransitive verb. 

13. We have now learned that verbs are divided into 
classes, as follows: — 

{Regular. 
Irregular. 
\ Transitive. 
2 According to meaning -j Intransitive> 



English Grammar — Part Tioo. 65 



LESSON XVIII. 

VERBS— VOICE. 

1. Examine these sentences: — 

1. Columbus discovered America. 

2. America was discovered by Columbus. 

In the first sentence, does the subject denote the actor? 
How is it in the second? 

Notice that the form of the verb in the second sentence is 
not the same as in the first. This change of the form 
of the verb to indicate whether the subject denotes the 
actor or the receiver of the act, is called Voice. 
When the subject denotes the actor (as in the first sen- 
tence) the verb is in the Active Voice. When the 
subject denotes the receiver of the action (as in the 
second sentence) the verb is in the Passive Voice. 

2. Voice is that modification of a transitive verb 
which shows whether the subject denotes the actor or 
the receiver of the action. 

3. The active voice is that form of the verb which 
shows that the subject denotes the actor. 

4. The passive voice is that form of a transitive 
verb which shows that the subject denotes the receiver 
of the action. 

If you examine the two sentences given at the beginning 
of this lesson, you will see that the object of the first 
sentence is the subject of the second. Now, as only 
transitive verbs can have an object, it follows that 
only transitive verbs can have the passive voice. 

5. Name the voice of the verbs in these sentences: — 



66 English Grammar — Part Two. 

1. John reads the lesson. 

2. The lesson is read by John. 

3. Mary loves Ina. 

4. Lulu is esteemed by all the girls. 

5. Corn is planted in the spring. 

6. Ships carry heavy burdens. 

7. Wendell is loved by his mother. 

6. Change these sentences so that the verbs in the 
active voice shall be passive, and those in the passive 
voice shall be active. Do not change the meaning of 
the sentences. 

1. Washington gained the victory. 

2. The boy plowed the field. 

3. The shoe, was repaird by the shoemaker. 

4. The carpenter built the house. 

5. The tinner made the bucket. 

6. The letter was written by him. 

7. The tailor made the coat. 

8. The lesson was recited by Lloyd. 

7. Write five sentences, each having, — 

1. A verb in the active voice. 

2. A verb in the passive voice. 

3. An intransitive verb. 



LESSON XIX. 



VERBS — MODE. 

Notice these sentences: — 

1. Henry studies. 

2. Henry can study. 

3. Henry, study. 



English Grammar — Part Two. 67 

In the first sentence the statement is made that Henry 
studies. In the second sentence, it is not said that he 
studies, but that he can study, or has the ability to 
study. In the third sentence, he is ordered or com- 
manded to study. 

You will notice from the above that verbs change their 
form or meaning to express action or being in different 
manners or modes. This modification of the verb is 
called Mode. 

2. Mode is that form or use of the verb which shows 
the manner in which the action or being is expressed. 

3. The Indicative Mode is used to assert a fact or 
an actual existence; as, 

1. General Grant went to Europe. 

2. Oliver Wendell Holmes is dead. 

4. The Indicative Mode is also used in asking a 
question; as, 

1. Did he go to Europe? 

2. Has the letter been written? 

5. The Potential Mode asserts the power, neces- 
sity, liberty, or possibility of action or being ; as, 

1. He can read. 

2. He must read. 

3. He may read. 

4. He might read. 

The sign of the potential mode is may, can, must, 
might, could, would, or should. 

6. The Potential Mode is used in asking questions: as, 

1. Can I go? 

2. Must the lessons be learned? 

This mode is so called because the word potential means 
a1)le, haying power. 



68 English Grammar — Part Two. 

7. The Imperative Mode is used to express a com- 
mand, a request, or an entreaty; as, 

1. Men, lay down your arms. 

2. Come and see me. 

3. Do not leave me alone. 

8. Name the mode of each verb in these sentences: — 

1. Bring me some flowers. 

2. I must not be careless. 

3. Who is the King of Glory? 

4. Can that be the man? 

5. The pupils have recited well. 

6. Passionate men are easily irritated. 

7. Do not walk so fast. 

9. Write five sentences, each having a verb in, — 

1. The indicative mode. 

2. The potential mode. (Use a different sign word for 
each sentence.) 

3. The imperative mode. 



LESSON XX. 

VERBS— TENSE. 

1. Tense is that form or use of the verb which shows 
the time of an action or being. 

2. The Present Tense denotes present time; as, 
I write; I am writing; I do write, 

3. The Past Tense denotes past time; as, 
I wrote. 

4. The Future Tense denotes future time; as, 
I shall write, or I will write. 



English Grammar — Part Two. 69 

The word perfect is often used in naming tenses. When 
so used it means finished or completed. 

Each tense (present, past, and future) has a perfect tense 
— a finished tense. 

In this sentence, "I have been in Boston a month," the 
being in Boston is finished now — at present. This is 
called the Present Perfect Tense. 

In this sentence, "I had been in Boston before 3'ou saw 
me," the being in Boston was completed when you saw 
me — past time. This is called the Past Perfect 
Tense. 

In this sentence, "I shall have been in Boston before next 
Christmas," the being in Boston is not finished yet, 
but will be before next Christmas— future time. This 
is called the Future Perfect Tense. 

5. The Present Perfect Tense expresses action or 
being as completed at the present time. 

The sign of the present perfect tense is have or has. 

6. The Past Perfect Tense expresses action or being 
as completed at some past time. 

The sign of this tense is had. 

7. The Future Perfect Tense expresses action or 
being as completed at some future time. 

The sign of this tense is shall have or will have. 
You now see that there are six tenses; three simple tenses 
(past, present, and future) and three perfect tenses. 

8. Name the tense of each of these verbs: — 
Walks, has walked, walked, had walked, shall walk, 

shall have walked; is torn, shall be torn, have been 
torn, has been torn, had been torn, shall have been 
torn; shall write, will write, has written, have writ- 
ten, had written; he sees; he shall have seen; he has 
seen. 



yo English Grammar — Part Two 



LESSON XXI. 

VERBS— PERSON AND NUMBER. 

All the verbs given in the last lesson are in the indicative 
mode, which is the only mode that has the six tenses.* 

As the imperative mode is used in expressing a command 
or entreaty, and as either of these can be expressed 
only in the present, it follows that the imperative 
mode has but one tense — the present. 

The subject of a verb in the imperative mode is generally 
you understood, that is, not expressed; as (you) 
"Bring me a book." 
i. Write three sentences having the verb in, — 

1. The indicative present. 

2. The indicative present perfect. 

3. The indicative past. 

4. The indicative past perfect. 

5. The indicative future. 

6. The indicative future perfect. 

7. The imperative present. 

2. A verb may vary its form according to the per- 
son of its subject; as, I go, he goes; or according to 
the number of its subject; as, he writes, they write. 

Since verbs change their form according to the person 
and number of the subject, they are said to have the 
same person and number as the subject. 

3. A verb must agree with its subject in person and 
number. 

4. Notice these sentences: — 

1. The buy runs. 

2. The boys run. 

*The tenses of the potential mode will be given in Part Three. 



English Grammar — Part Two. 71 

The verb runs is singular because its subject is singular. 
The verb run is plural because its subject is plural. 

You will notice that while nouns ending in s are gen- 
erally plural, verbs ending in s are singular. 

5. The modifications of the verb are voice, mode, 
tense, person, and number. 



LESSON XXII. 

VERBS— INFINITIVE— PARSING. 

1. Notice these phrases: — 

1. To Boston. 

2. To write. 

What part of speech is Boston? What part of speech is 
write? 

2. The form of the verb used with to is called an 
Infinitive. 

Each of the following phrases is an infinitive: to write, 
to have written, to be written, to have been 
written. 

3. Write six sentences, each containing an infinitive. 

4. The following is the order for parsing a verb: 
class according to form (regular or irregular), class ac- 
cording to meaning (transitive or intransitive): voice, 
mode, tense: person and number to agree with its 
subject. 

Examples. — "Franklin invented the lightning-rod." 
Invented is a verb; regular, transitive; active voice, 
indicative mode, past tense; third person, singular 
number to agree with its subject, Fr.inklin. 



72 



English Grammar — Part Two. 



"The Fox has not been seen." 

Has been seen is a verb; irregular, transitive; passive 
voice, indicative mode, present perfect tense; third per- 
son, singular number to agree with its subject, fox.* 

5. Remember that all verbs in the passive voice are 
transitive. 

6. The following is a model for written parsing: 



invented 
has been 
seen 



CLASS 


CLASS 












AS TO 


AS TO 


VOICE 


MODE 


TENSE 


PERSON 


numb'r 


FORM 


mean'g 












reg. 


trans. 


act. 


ind. 


past. 


third 


sing. 


irreg. 


trans. 


pass. 


ind. 


pres. per. 


third 


sing. 



Franklin 
fox 



Parse the verbs in these sentences: — 

1. Harvey discovered the circulation of the blood. 

2. The thief had been caught before the trial. 

3. Henrv will write a letter to his mother. 



LESSON XXIII. 

VERBS— PARSING. 

1. Name the subject, predicate, and object of these 
sentences, and parse the verbs: — 

1. The poems of Homer are interesting and instructive. 



* After pupils are familiar with the order of parsing, the form 
can be shortened; thus, has been seen is a verb; irregular, 
transitive; passive, indicative, present perfect; third, singular to 
agree with its subject, fox. 



English Grammar — Part Two, 73 

2. Webster's orations are much admired. 

3. Study your lesson. 

4. Bunyan wrote the Pilgrim's Progress. 

5. The pitcher has been broken. 

6. The architect has built an iron bridge. 

7. The stolen watch was recovered. 

8. When will you go? 

9. Have you been waiting long? 

10. Does the earth revolve round the sun? 

11 . The sailor has visited nearly all the principal cities of 
the world. 

12. I shall have visited London by next Fourth of July. 



LESSON XXIV. 

i. Write answers to the following questions, and 
arrange your answers so as to form an essay on The 
Verb. 

What is a verb? A regular verb? An irregular verb? 

A transitive verb? An intransitive verb? 
What is voice? The active voice? The passive voice? 
What is mode? The indicative? The potential? The 

imperative? 
What is tense? Define the present tense; the past; the 

future; the present perfect; the past perfect; the future 

perfect. Give an example of each tense. 
What person and number do verbs have? 
How many and what participles have you learned to 

give to each verb? How is the present participle 

formed? 
What is an infinitive? 
What form of the verb should be used with have, has, 

or had? 



74 English Grammar — Part 7\co. 



LESSON XXV. 

VERBS— REVIEW.. 

i. Notice the use of shall, will, can, may, teach, 
and learn in these sentences:— 

1. Are you going to the picnic? I shall go if it does not 
rain. 

2. I think you ought not to go. I will go; you shall not 
prevent me. 

3. Can I go? You probably have the power. 

4. May I go? You ma}-. 

5. Will you teach me how to solve this problem? Yes, if 
you will try to learn. 

Rem ark.— Many persons habitually use the above 
words incorrectly. Think carefully of their meaning, 
and you will not often make a mistake in their use. 

2. Use each of the words shall, will, can, may, 
teach, and learn correctly in two sentences. 

You have already learned that a verb agrees with its 
subject in person and number. Careless persons often 
make mistakes in the use of the verb because they do 
not think of the right word as the subject. 

3. Examine these sentences. You will find that 
the verbs agree with their subjects, although at first 
sight they may seem to disagree. 

1. On what tree do these apples grow? 

2. One of the boys is playing ball. 

3. Down come rock-a-by-baby and all. 

4. Every one of the girls has her lesson. 

5. Neither of the sick men is better. 

0. On the table are a peach and an apple. 
7. A sack of large red apples is in the cellar. 



English Grammar — Part Two 75 

4. Write seven sentences somewhat similar to the 
seven just given, and be sure that the verb agrees with 
its subject. 



LESSON XXVI. 

ADVERBS — CLASSIFICATION AND 
COMPARISON. 

1. An adverb is a word used to modify a verb, an 
adjective, or an adverb. 

Some adverbs answer the question, where? as, here, 
there, yonder. Some answer the question, when? 
as, now, yesterday. Some answer the question, 
how? or in what manner? as, well, badly. 
Some answer the question, how much, or to what 
degree? as, almost, very, more, most, too. 

2. The principal classes of adverbs, according to 
their meaning, are Adverbs of Place, Adverbs of Time, 
Adverbs of Manner, and Adverbs of Degree. 

3. Examine these sentences: — 

1. Henry came soon. 

2. John came sooner than Henn^. 

3. Robert came soonest of all. 

4. Some adverbs, like adjectives, have three degrees 
of comparison. 

5. Compare these adverbs: — 

wisel3 r , continually, mostly, calmly, so, rapidly, partly, 
always, ver3", too, perfectly, never, surely. 

6. Write three sentences, each containing, — 



76 English Grammar — Part Tivo 

1. An adverb of the positive degree. 

2. An adverb of the comparative degree. 

3. An adverb of the superlative degree. 

7. Use each of these adverbs in a sentence, and 
tell what word it modifies and what meaning it adds to 
that word: — 

occasionally, continually, where, hither, ashore, yonder, 
whither. 



LESSON XXVII. 

ADVERBS — PARSING. REVIEW. 

1. The following is the order of parsing an adverb: 
class, degree (if compared), compare it, name word it 
modifies. 

Examples:— "He lives here." 

Here is an adverb of place, and modifies lives. 

"The clerk writes very well." 

Well is an adverb of manner, positive degree, (com- 
pared, well, better, best), modifies writes. Very 
is an adverb of degree and modifies well. 

2. Parse the adverbs in these sentences: — 

1 . Tis always morning somewhere in the world. 

2. God is everywhere. 

3. The inhabitants of some islands are very savage. 

4. Great scholars do not often become poets. 

5. The victory was fairly won. 

<5. The princess was extremely beautiful. 

7. They were agreeably disappointed. 

8, Indolent pupils will not study hard, 



English Grammar — Part Two. 77 

3. Adjectives should not be used instead of adverbs. 
Notice these sentences: — 

1. Really honest men can be found, (not real.) 

2. Did you sleep well? (Not good.) 

3. Almost every boy was running, (not most.) 

4. The day was remarkably pleasant, (not remark- 
able.) 

Remark.— Really, Well, Almost, and Remark- 
ably are adverbs, while real, good, most, and 
remarkable may be adjectives. 



LESSON XXVIII. 

PREPOSITIONS. 

1. A preposition is a word that shows the relation 
of its object to some other word in the sentence. 

2. A preposition with its object is called a Prepo- 
sitional Phrase. 

3. When a phrase modifies a noun or pronoun it is 
an Adjective Phrase; but when it modifies a verb, an 
adjective, or an adverb, it is an Adverb Phrase. 

4. Many adjectives and adverbs can be expanded 
into phrases of similar meaning; as, 

1. He is a wealthy man (a man of wealth). 

2. The messenger came speedily (with speed). 

5. Change these adjectives and adverbs to prep- 
psitional phrases, and use each phrase in a sentence: — 

carefully, kindly, brave, courageously, talented, educated. 

6. Sometimes two or more words are combined and 



;.s English Ghrammar — Part Two. 

used as one preposition; as, out of, from over, in regard 
to, over against, by means of. 

In parsing, these can be called Compound Preposi- 
tions. 

7. Use each of the compound prepositions mentioned 
above in a sentence. 



LESSON XXIX. 

CONJUNCTIONS AND INTERJECTIONS. 

You have already learned that connecting words are 
called conjunctions. Nearly all the conjunctions used 
thus far in this book have connected simple words, as 
two nouns, two verbs, or two adjectives. 

1. Examine these sentences: — 

1. He sailed on the sea and on the ocean. 

2. The Dead Sea is salt but Lake Superior is fresh. 

In the first sentence the conjunction and connects the 
two phrases on the sea and on the ocean. In the 
second sentence there are two assertions, or two sub- 
jects, each with its own predicate. A subject and pred- 
icate used as a part of a sentence is called a clause. 

2. A Conjunction is a word used to connect words, 
phrases, and clauses. 

3. Write three sentences, each having a conjunction 
connecting, — 

1. Two words. 

2. Two phrases. 

3. Two clauses. 



English Grammar — Part Two. 79 

4. Examine these sentences: — 

1. Alas! I can not go. 

2. Pshaw! My hat is lost. 

What words in these sentences are used to express feeling 
or emotion? 

5. An Interjection is a word used to denote strong 
feeling or emotion. 

6. Write sentences, using the following words as 
interjections: — 

hush, alas, ah, hurrah, oh, well, hark, ha. 
Notice the punctuation mark after interjections. 



LESSON XXX. 

PREPOSITIONS AND CONJUNCTIONS — PARS- 
ING. REVIEW. 

1. The following is the method for parsing preposi- 
tions and conjunctions: — 

1. He lives in Paris. 

In is a preposition, showing the relation of Paris to 
lives. 

2. We went to Paris and Berlin. 

And is a conjunction, connecting Paris and Berlin. 

2. A simple sentence makes but one assertion. 

3. Analyzing a sentence is naming its class: its 
subject, predicate, and object, and the modifiers of each. 

It is important to have a s\'stematic and logical form 

of analysis, using no more words than necessary. 

Example: "The king of England gave many castles 

to his faithful followers." This is a simple, declarative 

6 



8o English Grammar — Pari Tico 



sentence, of which king is the subject, modified by 
the adjective the and the adjective phrase of Eng- 
land. Gave is the predicate, modified by the adverb 
phrase to his faithful followers. Castles is the 

object, modified by the adjective many. 

It will be observed that this method of analysis includes 
considerable parsing. 

Notice that after naming the subject, you should name all 
its modifiers before naming the predicate. When you 
name the predicate, name its modifiers before naming 
the object. By so doing, you will avoid much needless 
repetition. 

4. Analyze these sentences, and parse all the words. 
(These sentences are all simple). 

1. Very often men do not keep their promises. 

2. The tall man spoke kindly to the little girl. 

3. The careless girl plays her scales too rapidly. 

4. The dark clouds came up very suddenly. 

5. She is painting the head of a girl. 

6. I will be there in a minute. 



LESSON XXXI. 

ANALYSIS AND PARSING CONTINUED. 

1 . A beautiful vase fell with a crash to the floor. 

2. Behind the clouds the sun is shining. 

3. In slumbers of midnight the sailor boy lay. 

4. Under a spreading chestnut tree the village smithy 
stands. 

5. A large black dog stood on the steps of the house. 

6. Longfellow wrote several beautiful poems for children. 



English Grammar — Part Two. 81 

7. People have come to America from many different 
countries. 

8. Tell was a skillful archer of Switzerland. 

9. The largest body of fresh water in the world is in 
America. 

10. After many fruitless attempts he abandoned the 
enterprise. 

11. A lady's society is a school of politeness. 

12. Bacon's Essays contain valuable information. 



PART THREE. 



LESSON I. 

SENTENCES— CLASSIFICATION. 

i. A Sentence is a thought expressed by words. 

2. According to use, sentences are divided into 
Declarative, Interrogative, Imperative, and Exclamatory. 

3. A Declarative Sentence is one used in making a 
statement. 

4. An Interrogative Sentence is one used in asking 
a question. 

5. An Imperative Sentence is one used in making 
a command. 

6. An Exclamatory Sentence is one used in an 
exclamation, or in expressing strong feeling or emotion ; 

as, 

1. What a piece of work is man ! 

2. How beautiful is the setting sun ! 

7. Write five Exclamatory sentences. 

8. A subject combined with its predicate is often 
called a Proposition. 

9. According to their form, sentences are divided 
into Simple, Complex, and Compound. 



84 English Grammar — Part lltree. 

10. A Simple Sentence contains but one proposi- 
tion; as, 

1. Mary reads. 

2. Mary and Lucy read. 

3. Mary reads and writes. 

In the second sentence there is only one proposition, but 
the verb has two subjects. Such a subject is called a 
Compound Subject. 

In the third sentence there is only one proposition, but 
the subject has two predicates. This is called a Com- 
pound Predicate. 

Of course, there may be more than two subjects for the 
same predicate, or more than two predicates for the 
same subject. 

ii. Write three simple sentences, each having, — 

1. A compound subject. 

2. A compound predicate. 

3. A compound subject and a compound predicate. 

i2. A proposition used as part of a sentence is called 
a Clause 

13. Examine this sentence: — 
Henry learns because he studies. 

In this sentence there are two propositions or clauses. 
The first is "Henry learns," and the second is, "Because 
he studies." "Because he studies" modifies learns; 
it tells why he learns. Because this clause is used as a 
modifier and depends on some other word (learns), 
it is called a Dependent or Subordinate Clause. 
"Henry learns" is called the Independent or Prin- 
cipal Clause. 

14. An Independent Clause is one not dependent 
on any word, and contains the principal proposition. 



English Grammar — Part Three. 85 

15. A Dependent Clause is one that modifies some 
word or words in the independent clause, and contains 
the subordinate proposition. 

16. A Complex Sentence is one containing an inde- 
pendent clause and one or more dependent clauses. 

17. Write a complex sentence, connecting the two 
clauses by, — 

when, where, while, if, unless, although, after. 

18. Name the independent and the dependent clause 
of each sentence you have just written. 



LESSON II. 

RELATIVE PRONOUNS. ADJECTIVE 
CLAUSES. 

1. In Part Two of this book we have discussed 
three classes of pronouns: personal, interrogative, and 
adjective. There is yet another class of pronouns, which 
is UvSed to connect the clauses of a complex sentence, as 
you will see by examining these sentences: — 

1. The boy who gained the prize was praised by his 
teacher. 

2. This is the book that I want. 

3. The house in which I live is built of stone. 

In these sentences the antecedent of who is boy, the 
antecedent of that is book, and the antecedent of 
which is house. You will observe that the pronouns 
are in the dependent clauses, and that each stands for, 
or relates to, an antecedent in the independent clause, 
and connects the dependent clause to its antecedent. 
Such pronouns are called Relative Pronouns. 



86 English Grammar — Part Three. 

2. A Relative Pronoun is one that relates to some 
preceding word or words, and connects clauses. 

Do not forget that a relative pronoun is always in the 
dependent clause of a complex sentence. 

A dependent clause may modify a noun or pronoun, a 
verb, an adjective, or an adverb, or it may be used as 
the subject or object of the sentence; therefore, 

3. According to use a dependent clause may be an 
Adjective Clause, an Adverb Clause, or a Noun 
Clause. 

4. An Adjective Clause is one used to modify a 
noun or pronoun. 

5. Name the adjective clause in each of these sen- 
tences, and parse the relative pronouns: — 

1. The man who can not govern himself is a slave. 
2.* The ship that left the harbor never returned. 

3. The fur which warms a monarch once warmed a bear. 

4. Beauty is the mark that God sets on virtue. 

5. The fish that we caught was a trout. 

6. The lady whose house we occupy gives much to the 
needy. 

7. Whom ye ignorantly worship, him declare I unto you. 

8. Savages, who have no settled abode, wander from 
place to place. 

9. He who always governs himself is a hero. 

6. Analyze each of the preceding sentences. 

7. Write six complex sentences, each having an 
adjective clause. 



English Grammar — Part Three. 87 

LESSON III. 

ADVERB CLAUSES. 

1. An Adverb Clause is one used to modify a verb, 
an adjective, or an adverb. 

2. Analyze these sentences, and name the adverb 

clauses. 

(Always tell whether the adverb clause expresses time, 
place, manner, etc.) 

1. I shall go when the time comes. 

2. When my friend was here he gave me a book. 

3. Although Columbus discovered a new world, he died 
poor. 

4. The United States had two wars with England while 
George III. was king. 

5. If it does not rain soon, the farmers will not raise 
much corn. 

6. He lives where it never rains. 

7. Napoleon was defeated because Grouchy was behind 
time. 

8. Webster died before the Civil War began. 

In the third sentence, the adverb clause denotes concession; 
in the fifth, it denotes condition. This will beexplained 
in Part Four. 

3. Write three complex sentences, each containing 
an adverb clause of time. 

4. Write two sentences, each containing an adverb 
clause of manner. 

5. Write two sentences, each containing an adverb 
clause of place. 

6. Write two sentences, each containing an adverb 
clause of cause or reason. 

7. Write two sentences, one having an adverb clause 
of condition, and the other a clause of concession. 



88 English Grammar — Part Three. 

LESSON IV. 

NOUN CLAUSE. COMPOUND SENTENCE. 

i. A Noun Clause is one used as a noun; as, 

1. That Columbus discovered America is a historic fact. 
In this sentence, the dependent clause, " That Columbus 

discovered America," is the subject of the verb is. 
Therefore it is a noun clause in the nominative case. 
The entire sentence is the independent clause when the 
dependent clause is the subject, object, or part of the 
predicate. 

2. The Bible says that God gave Moses the Ten Com- 
mandments. 

In this sentence, "That God gave Moses the Ten Com- 
mandments," is the object of the verb says. It is a 
noun clause in the objective case. 

3. The question is, "How can we go ?" 

Here the clause, "How can we go ?" is used in predicate 
with the verb is and means the same thing as the 
subject question. Therefore it is a noun clause in 
the nominative case. 

2. In each of these sentences, pick out the noun 
clause, and name its case : — 

1. We learn from the Declaration of Independence that 
all men are created equal. 

2. The general belief is that the Northmen discovered 
America. 

3. That Hannibal was a brave general is disputed by few. 

4. "A rolling stone gathers no moss," says an old 
proverb. 

5. The Sadducees believed that there is no resurrection. 

6. The prisoner's answer was, " I am not guilty." 



English Grammar — Part Three. 89 

3. Write three complex sentences, each having, — 

1. A noun clause for the subject. 

2. A noun clause in the predicate. 

3. A noun clause for the object. 

4. Analyze the sentences you have just written, 
and name the case of each noun clause. 

5. Examine this sentence: — 
Mary reads and Lucy recites. 

In this sentence there are two clauses, but neither one is 
a modifier; both are independent. 

6. A Compound Sentence is one that contains two 
or more independent clauses. 

The connective between the clauses of a compound sen- 
tence is usually and, but, or, nor, etc. 

7. Write a compound sentence, connecting the two 
clauses by, — 

and, or, but, nor. 

8. Write a simple, a complex, and a compound 
sentence with each of these words: — 

engine, soldier, farmer, rain, clouds. 



LESSON V. 

PHRASES— CLASSIFICATION AND USE. 

1. A Phrase is a group of words properly put 
together but not having a subject and predicate. 

2. With respect to form, phrases are Prepositional, 
Infinitive, and Participial. 

3. A Prepositional Phrase is one whose first word is 
a preposition. 



go English Grammar — Part Three. 

4. A Participial Phrase is one whose first word is a 

participle. 

In poetry, the preposition or the participle may not be 
the first word of the phrase, but it will be the first 
when the words are arranged in their natural order. 

5. An Infinitive Phrase is one introduced by an 

Infinitive. 

It must not be supposed that every phrase is introduced 
by a preposition, infinitive, or participle. Many ex- 
pressions that are called phrases are not so introduced ; 
as, ripe apples, an old man. 

6. With respect to use, phrases are Adjective, Ad- 
verb, and Noun. 

7. An Adjective Phrase is one used as an adjective. 

8. An Adverb Phrase is one used as an adverb. 

9. A Noun Phrase is one used as a noun. 

10. Classify the phrases in these sentences with 
respect to form and use : — 

1. Napoleon having been conquered, was sent to St. 
Helena. 

2. A stack of wheat standing on the hill was struck by 
lightning. 

3. Franklin was sent to France to ask aid for the 
. colonies. 

4. The young lady wished to learn to sing. 

5. To tell the truth is our duty. 

6. To meet difficulties bravely is to conquer them. 

11. Write four sentences, each having, — 

1. A prepositional phrase. 

2. A participial phrase. 

3. An infinitive phrase. 

4. An adjective phrase. 

5. An adverb phrase. 

6. A noun phrase. 



English Grammar — Part Three. 91 

LESSON VI. 

NOUNS — CLASSIFICATION AND PROPERTIES. 
GENDER. 

1. A Noun is the name of anything. 

2. A Proper Noun is the name of a particular per- 
son, place, or thing. 

3. A Common Noun is a general name and can be 
applied to any one of a class. 

4. A Collective Noun is a name applied to a group 
of objects; as, herd, family, school, etc. 

5. An Abstract Noun is the name of a quality, not 
of a substance; as, love, hate, forgetfulness, etc. 

6. A Material Noun is the name of some kind of 
matter or substance; as, bread, meat, metal, flour. 

7. A Verbal Noun is one derived from a verb, as 
reading, walking, etc. 

Verbal nouns are sometimes called Participial Nouns. 

8. A Diminutive Noun is one derived from another 
noun and expresses an object of the same kind but 
smaller; as, leaflet, duckling, hillock. 

Collective, abstract, material, verbal, and diminutive 
nouns are all common nouns. 

9. The modifications of nouns and pronouns are 
Gender, Person, Number, and Case. 

10. Gender is a distinction of nouns and pronouns in 
regard to sex. 

1 1 . The Masculine Gender denotes the names of males. 

12. The Feminine Gender denotes the names of 
females. 



9 2 



English Grammar — Part Three. 



13. The Neuter Gender denotes the names of neither 
males nor females. 

14. The Common Gender denotes the names of either 
males or females or both. 

15. The gender of nouns is indicated in three ways: — 

1. By different words; as, boy, girl; king, queen. 

2. By different terminations; as, emperor, empress; 
executor, executrix. 

3. By different prefixes or affixes; as, he-goat, she- 
goat; landlord, landlady. 



16. Learn 


the masculine 


and feminine 


: forms of th< 


nouns, and notice the formation of each:- 




MASCULINK. 


FEMININE. 


MASCULINE. 


FEMININE. 


abbot 


abbess 


giant 


giantess 


actor 


actress 


hart 


roe 


administrator administratrix 


: heir 


heiress 


archduke 


archduchess 


hero 


heroine 




\ maid 


lad 


lass 


bachelor 


/ spinster 


lord 


lady 


baron 


baroness 


lion 


lioness 


beau 


belle 


marquis 


marchioness 


bridegroom 


bride 


negro 


negress 


cock | 
rooster f 


hen 


nephew 
peer 


niece 
peeress 


count ) 




prince 


princess 


earl \ 


countess 








prior 


prioress 


czar 


czarina 


shepherd 


shepherdess 


don 


donna 


stag 


hind 


drake 


duck 


sultan 


sultana 


duke 


duchess 


swain 


nymph 


emperor 


empress 


testator 


testatrix 


friar 1 
monk J 


nun 


viscount 
widower 


viscountess 
widow 


gander 


goose 


wizard 


witch 


gentleman 


1 gentlewoman 
'( lady 







English Grammar — Part Three. 93 

LESSON VII. 

NOUNS— PERSON AND NUMBER. 

1. Person is that modification of nouns and pro- 
nouns which denotes the speaker, the person spoken to, 
or the person spoken of. 

2. The First Person denotes the speaker. 

3. The Second Person- denotes the person spoken to. 

4. The Third Person denotes the person spoken of. 

A noun is not often found in the first person, and when it 
is, it is used in connection with a pronoun that stands 
for the speaker; as, "I, John, saw the Holy City." 
"We, the members of the Crescent Literary- Society." 

5. Number is that modification of a noun or pro- 
noun by which it denotes one or more than one. 

6. The Singular Number denotes but one. 

7. The Plural Number denotes more than one. 

8. The plural is usually formed by adding S to the 
singular. 

9. Nouns ending in S, sh, ch. x. and z form the 
plural by adding es to the singular. 

10. Nouns ending in y preceded by a consonant 
change y to i and add es. Nouns ending in y preceded 
by a vowel simply add S. 

11. The following nouns ending in f or fe form the 
plural by adding s: — 

Brief, chief, dwarf, fife, grief, gulf, hoof, handkerchief, mis- 
chief, proof, reproof, roof, safe, scarf, strife, surf, turf. 
and those ending in if. 



94 English Grammar — Part Three. 

12. Other nouns ending in f or fe change f to v and 
add es. 

13. Write the plural of these nouns: — 

daisy, sheaf, dress, latch, pony, 

wife, pansy, dish, money, proof, 

berry, shelf, wife, watch, alley. 

14. Nouns ending in preceded by a vowel form 
the plural by adding s; as, 

folio, folios; ratio, ratios; oratorio, oratorios. 

15. Some nouns ending in o preceded by a con- 
sonant form the plural by adding S while others add es. 

potato, potatoes; cargo, cargoes; 

piano, pianos; grotto, grottoes; 

buffalo, buffaloes; echo, echoes ; 

solo, solos; canto, cantos; 

motto, mottoes; tornado, tornadoes. 

16. Letters, figures, and signs form the plural by 
adding the apostrophe ( ' ) and S; as, 

1. Dot your Vs and cross your Vs. 

2. Your 2's are too large. 

17. Some nouns are used only in the plural: — 

tongs, scissors, ashes, stairs, annals, victuals, riches, 
billiards, archives. 

18. Some nouns are alike in both numbers: — 

deer, pair, sheep, trout, cannon, swine, grouse, series, 
species, corps. 

19. Write the plural of these nouns: — 

man, goose, inch, treaty, pully, quarto, puff, ox, species, 
deer, half, party, safe, bunch, toy. 

20. Write the singular of these nouns: — 

mice, children, ladies, lunches, series, tomatoes, cattle. 



English Grammar — Part Three. 95 



LESSON VIII. 

CASE. 

1. Case is that modification of nouns and pronouns 
which shows their relation to other words. 

2. A noun or pronoun used as the subject of a 
proposition is in the Nominative Case. 

3. A noun or pronoun used in the predicate with 
an intransitive verb is in the Nominative Case ; as, 

1. Napolen was emperor of France. 

2. Washington became president* 

When a noun is in the predicate with a verb in the 
passive voice it is in the Nominative Case ; as, 

1. Architecture has been called frozen music. 

2. He was elected captain. 

4. A noun used as the name of a person or thing 
addressed, or used independently, is in the Nominative 
Case ; as, 

1. Carlo, come here. 

2. Solomon, a wise man was he ! 

5. A noun or pronoun used as the object of a verb 
or preposition is in the Objective Case. 

A word maybe in the objective case after a participle; 
as, "Hearing a noise I turned." 

Here noise is the object of the participle hearing. 

6. Nouns denoting weight, measure, value, dis- 

*The different varieties of independent constructions will be 
explained in Part.Four. 



96 English Grammar — Part Thru 



tance, time, etc., are in the Objective Case without a 
governing word; as, 

1 . The mountain is three miles high. 

2. This man weighs two hundred pounds. 

3. Good butter is worth thirty cents a pound. 

4. This plant has grown two inches since yesterday. 
Tt- 11 why each of the italicised words in the preceding 

sentences is in the objective case. 

7. Examine these sentences : — 

1. I wish to go. 

2. I wish Henry to go. 

Who is to do the going in the first sentence? In the 

second sentence? 
What is the subject of the first sentence? Of the second? 
In the first sentence, I, the subject of the sentence, is also 

the subject of the infinitive to go. In the second 

sentence, Henry is the subject of the infinitive to go 

and is in the objective case. 

8. A noun or pronoun used as the subject of an in- 
finitive is in the Objective Case, unless it is also the 
subject of the proposition. 

9. Name the case of each of the subjects of these 
infinitives: — 

1. The father wishes his son to study grammar. 

2. The son does not wish to stud}' grammar. 

3. The traveler planned to go to Africa. 

4. The showman wanted his lion to be tamed. 

10. When an intransitive infinitive has an objective 
subject it may have an Objective Attribute ; as, I want 
him to be a teacher. 

Here teacher is the attribute complement, but is in the 
objective case to agree with him. It may properly be 
called objective attribute. 



English Grammar — Part Three. 97 

LESSON IX. 

CASE— REVIEW. 

1. Write three sentences, each having a word in the 
nominative case, — 

1. In predicate with a passive verb. 

2. Used independently. 

2. Write three sentences, each having a noun or 
pronoun in the objective case, — 

1. Object of a participle. 

2. Object of an infinitive. 

3. Without a governing word. 

4. Subject of an infinitive. 

5. Objective attribute 

3. Examine these sentences: — 

1. Henry, the boot-black, is an industrious boy. 

2. I saw Henry, the boot-black. 

Does boot-black refer to the same person as Henry? 
Of what use is the word boot-black in these 
sentences? 

4. A noun or pronoun used to explain another noun 
or pronoun is said to be in the same case by apposition 
as the word explained. 

In the first sentence given in paragraph 3, boot-black 
is in the nominative case in apposition with Henry, 
and in the second sentence it is in the objective case in 
apposition with Henry. 

5. Write four sentences, each having a noun or 
pronoun, — 

1. In the nominative case by apposition. 

2. In the objective case by apposition. 



98 English Grammar — Part Three. 

LESSON X. 

CASE— THE POSSESSIVE. 

i. The Possessive Case denotes the possessor, or 
owner. 

2. Singular nouns, and plurals not ending in S, 
form the possessive by adding the apostrophe (') and S. 
Plurals ending in S add the apostrophe ( ' ) only.* 

3. Write the possessive singular and the possessive 
plural of these nouns : — 

dog, boy, man, lion, city, foot, 

fox, child, tooth, ox, pony, mouse. 

4. When the same thing belongs to two or more in 
common, the possessive sign is added only to the last; 
as, 

1. Parker and Wilson's store. 

2. Lucy and Mary's books. 

Parker's and Wilson's store means that each owns 
a store. Parker's and Wilson's stores means 
that each owns more than one store. Parker and 
Wilson's stores means that they own more than 
one store in partnership. 

5. When two nouns are in apposition the possessive 
sign is added only to the one nearest the name of the 
object possessed ; as, 

1. King Henry's dominions. 

2. Henry, the king's, dominion. 

In each of these sentences Henry and king are both 
in the possessive case, but only one sign is used. 

* A few exceptions will be found in Part Four. 



English Grammar — Part Three. 99 

6. Such complex nouns as son-in-law, Duke of 
Wellington, etc., use but one possessive sign, and add 
it to the last word; as, 

1. His son-in-law's home. 

2. The Duke of Wellington's career. 

7. The following sentences are all correct. Give 
reasons for the use of the possessive sign. 

1. These are neither Luther's nor Lucy's books. 

2. This occurred neither during Lincoln's nor Grant's 
administration. 

3. Smith, the captain's, life was full of adventure. 

4. I bought this book at Johnson, the bookseller's, store. 

5. Brown and Green's factory is large. 

6. Bowen's and Haddam's house are large. 

7. Bowman's and Haddam's houses are large. 

8. Correct where necessary. 

1. Howard's, the philanthropist's, life was spent in 
alleviating the sufferings of others. 

2. For the prisoner's sake, his brother's. 

3. He did it at his mother's request, a kind lady. 

4. The bank of England was established in William's 
and Mary's reign. 

5. This was neither the teacher nor the students' desire. 

6. Whittier's, the poet's, "Snow-Bound" is much 
admired. 

9. Write three sentences, each containing two or 
more nouns denoting joint ownership. 

10. Write three sentences, each containing two or 
more nouns denoting separate ownership. 



English Grammar — Part Three. 



LESSON XI. 

PRONOUNS. 

i. A Pronoun is a word used instead of a noun. 

2. The Antecedent of a pronoun is the word for 
which it stands. 

3. A Personal Pronoun is one that indicates its 
person by its form. 

4. A Compound Personal Pronoun is one that is 
formed by adding to some forms of the personal pro- 
nouns self for the singular and selves for the plural. 

5. A Relative Pronoun is one that relates to some 
preceding word or words, and connects clauses. 

6. A Compound Relative Pronoun is one that is 
formed by adding ever or soever to the relatives who, 
which, and what. 

7. What when a relative, is equivalent to the thing 
which, or the things which, and is called a Double 
Relative. 

8. An Interrogative Pronoun is one used in asking 
questions. 

9. An Adjective Pronoun is one that performs the 
offices of an adjective and a noun. 

Adjective Pronouns are sometimes called Pronominal 
Adjectives. 

10. Adjective Pronouns may be divided into Dem- 
onstrative Pronouns and Indefinite Pronouns. 

11. The Demonstrative Pronouns are: — 

SINGULAR. PLUKAL. 

this, these; 



that, those. 



English Grammar — Part Three. 



12. The most common Indefinite Pronouns are all, 
any, each, either, neither, few, many, none, one, 
other, another, some, several, such. 

13. A pronoun must agree with its antecedent in 
gender, person, and number, but its case is determined 
by its office in the sentence. 

14. To Decline a noun or pronoun is to give its 
various forms to represent the different numbers and 
cases. 

DECLENSION OF PROXOUXS. 

PERSONAL PRONOUNS. 

% f Nominative: I thou you he she it 

g \ Possessive: my, mine thy, thine your, yours his her, hers its 
7. [Objective: me thee you him her it 

3 [Nominative: we ye }-ou they 

t \ Possessive: our, ours your, yours your, 3'ours their, theirs 

~ [Objective: us you j^ou them 



l\ 



RELATIVE PRONOUNS. 

Nominative: who which 

3 I Possessive: whose whose 

53 [Objective: whom which 

The plural is the same as the singular. 

That and what are not declined. 

The interrogatives who and which are declined in the 

same manner as the relatives who and which. 
The compounds whoever and whosoever are declined 

in the same manner as who. 



English Grammar — Part Three 



LESSON XII. 

PRONOUNS CONTINUED. 

i. Of the relative pronouns, who is used for per- 
sons, which for animals and things, and that for persons, 
animals, and things. 

It will be seen that the only difficulty in the choice of a 
relative is in deciding when to use that. 

2. That is to be preferred to who or which, — 

1. When the antecedent embraces both persons and 
things; as, The soldiers and horses that I saw. 

2. After the words all, very, and same. 

3. After an adjective in the superlative degree.* 

3. Give reasons for using that in these sentences: — 

1. The men and cattle that were on the train were 
killed in the wreck. 

2. I watched the boy and monkey that were entertain- 
ing the crowd on the street. 

3. This is the same book that my father used. 

4. The thief lost all the money that he stole. 

5. Solomon is said to be the wisest man that ever lived. 

4. Fill these blanks with who (or whom), which, 
or that: — 

1. He was deceived by the friend in he trusted. 

2. These are the same persons assisted us before. 

3 - A H be heard did not change his opinion. 

4. These Germans still remember the friends and the 
home they left in Europe. 

5. The train on vou came was two hours late. 

6. He was the first succeeded. 

{First may be considered a superlative.) 

* For the use of that in restrictive clauses, see Part Four. 



English Grammar — Part Three 103 

5. Give the reason for the case of each pronoun in 
these sentences: — 

1. To whom did he go? 

2. Whom did he tell? her or him? 

3 It was intended for either you or him. 

4. It was she. 

5. It might have been they. 

6. Know well whom you admit to your friendship. 

7. This is between you and me. 

8. I thought it was he. 

9. I thought it to be him. 

10. Whom did you take him to be? (You did take him 
to be whom?) 

11. There are few better men than he (is). 

12. He mistook her for me. 

13. Do you know whom he sent? 

14. Do you know who went? 

15. Them that honor me I will honor. (I will honor 
them that honor me.) 

16. He wants you and me to go. 

6. Fill these blanks with pronouns in the correct 
case. Give reasons for your choice. 

1. This is a secret between and . 

2. did you see? 

3. He knows it was. 

4. Was it — you met? 

5. What were you and talking about? 

6. My brother did fully as well as . 

7. Her mother and have gone to the city. 

8. that seek shall find. 

9. Is it you wish to see? 

10. do you take me to be? 

11. Mother went with sister and . 

12. We did not.tell her the letter was from. 



io4 English Grammar — Part Three. 

13. Can you teach and to draw? 

14-. is younger than . 

15. The teacher asked and to stay. 

16. It is , , and that are to blame. 

1 7. Lucy and go to school. 

(This last blank can be filled by seven different personal 
pronouns. Find them.) 



LESSON XIII. 

PRONOUNS— REVIEW. 

i. In these sentences each pronoun agrees with its 
antecedent in gender, person, and number. Examine 
carefully. 

1. Each one of us must prepare his own lesson. 

2. Hoys, every one of you is responsible for his own 
conduct. 

3. Has everybody solved his problems? 
4-. All the girls have their hats. 

5. Each girl has her hat. 

6. Each person in the world should do his best. 

7. Not an elk nor a deer made its appearance. 

8. Many a man looks back on the days of his youth 
with regret. 

2. Fill each of these blanks with the proper per- 
sonal pronoun to agree with its antecedent:— 

1. livery person should try to improve mind and 

heart. 

2. Each of our party carried a knapsack with . 

•"•• A person who is resolute and energetic will be apt to 
succeed in undertakings. 



English Grammar — Part Three. 105 

•4. Neither of us is willing to give up claim. 

5. I did not notice which one of the men finished 

work first. 

6. Every soldier and every officer remained at 

station all night. 

7. Mary and Lucy will favor us with compan\ r . 

8. Mary or Lucy will favor us with compan}-. 

9. Notice is hereby given (.0 every person to pay 

taxes. 

10. All persons are required to pa} taxes. 

11. You borrow one foot, or twelve inches, and add 

to the upper number. 

12. Every herb, every flower, and every animal shows 
the wisdom of Him who made . 

13. Coffee and sugar are luxuries, but great quantities of 
are consumed annually. 

14. If anyone wishes to join the church, let come 

forward. 

15. It is difficult for any judge or juror to be unpreju- 
diced in opinion. 



LESSON XIV. 

NOUNS AND PRONOUNS — PARSING. 

1. Analyze these sentences, and parse the nouns 
and pronouns: — 

1. I was born an American, I live an American, and I 
shall die an American. 

2. He that would have the kernel must crack the shell. 

3. The truly great man is he who does not lose 1 is 
child-heart. 

4. I refer to Milton, him who wrote Purndisv Lost. 



106 English Grammar — Part Three. 

5. It was Hadley, he who wrote a Greek grammar. 

6. Reputation is what we are thought to be; character 
is what we are. 

7. The tongue is the only weapon that can heal the 
wounds that it makes. 

8. I have heard of Byron, the poet's, dissipation. 



LESSON XV. 

NOUNS AND PRONOUNS— REVIEW. 

i. Write two sentences, each containing a noun, — 

1. In the nominative, attribute complement. 

2. In the nominative, apposition with subject. 

3. In the nominative, apposition with attribute com- 
plement. 

4. In the objective, apposition with object of verb. 

5. In the objective, subject of infinitive. 

6. In the objective, objective attribute. 

7. In the possessive by apposition. 

8. In the nominative, independent. 

2. Write one sentence in accordance with each of 
the first six of the preceding directions, using pronouns 
instead of nouns. 



LESSON XVI. 

ADJECTIVES — CLASSIFICATION AND 
COMPARISON. 

i. An Adjective is a word used to modify a noun 
or pronoun. 

2. A Descriptive Adjective is one that describes a 



English Grammar — Part Three, 107 

noun or pronoun by expressing some quality belonging 
to it. 

3. A Definitive Adjective is one that does not ex- 
press a quality. 

4. The definitive adjectives, a, an, and the, are 
sometimes called Articles. The is the Definite Arti- 
cle, and a or an is the Indefinite Article. 

A is used before words beginning with a consonant 
sound, and an is used before words beginning with a 
vowel sound. Examples: a horse, a. nest, a union, 
an apple, an orange, an honest man. 

5. Definitive Adjectives that express number and 
order definitely are called Numeral Adjectives. 

Cardinals denote simply the number of objects; as, 
three, forty. 

Ordinals denote the position of an object in a series; 
as, third, fortieth. 

Multiplicatives denote how many fold; as, three- 
fold, forty-fold. 

6. Comparison is a variation of descriptive adjec- 
tives to express the quality in different degrees. 

7. There are three Degrees of Comparison: the 
Positive, the Comparative, and the Superlative. 

8. The Positive Degree expresses the simple qual- 
ity; as, large, wise. 

9. The Comparative Degree expresses the quality 
in a higher or lower degree; as, larger, less wise. 

The Comparative is used in comparing two objects or 

classes of objects; as, James is taller than his 

brother. These two apples are larger than 

those three. 

10. The Superlative Degree expresses the quality in 



i oS 



English Grammar — Part Three. 



the highest or lowest degree; as, largest, least wise. 
The Superlative is used in comparing three or more 
things; as, Jupiter is the largest of the planets. 
Samuel is the oldest of the three boys. 

ii. Adjectives of one syllable are compared by add- 
ing to the positive er for the comparative, and est for 
the superlative. 

Review rules of spelling given in Part Two. 

12. Adjectives of more than two syllables are com- 
pared by prefixing more and most. 

13. Adjectives of two syllables ending in y or 
silent e are compared by adding er and est. 

Some adjectives of two syllables accented on the last 
are compared by adding er and est; as, polite, politer, 
politest. 

Some adjectives ending in Ow are compared by adding 
er, and est; as, narrow, narrower, narrowest. 

Other adjectives of two syllables are compared by 
prefixing more and most 

14. Some adjectives are irregular in comparison. 

bad 



evil 


r , worse, 


worst; 


il] 






good 

well 


better, 


best; 


little, 


less, 


least; 


many 
much 


■, more, 


most; 


near, 


nearer, 


\ nearest 
( next ; 


old, 


J older 


oldest 


{ elder, 


eldest. 



English Grammar — Part Three. 109 

15. To express decrease or inferiority, adjectives are 
compared by prefixing less and least ; as, important, 
less important, least important. 

16. The comparative considers the objects compared 
as belonging to different classes. 

1. The mother was fairer than an}' of her daughters. 

2. Texas is larger than any other state in the Union. 

The rule in paragraph 16 is sometimes expressed by say- 
ing "When the comparative is used the latter term of 
comparison must exclude the former." In the second 
sentence just given, the latter term of comparison is 
any other state, which does not include Texas, the 
former term of comparison. If other is omitted, the 
latter term will be any state, which will, of course, 
include Texas. 

1 7 . The superlative considers the objects as belonging 
to one class. 

1. The mother was the fairest of women. 

2. Texas is the largest state in the Union. 

The rule in paragraph 17 is sometimes expressed by say- 
ing "When the superlative is used the latter term of 
comparison must include the former." In the second 
sentence just given, the latter term of comparison is 
state in the Union, which will include Texas. 

18. Sometimes the use or the omission of a, an, or 
the, makes quite a change in the meaning of the 
sentence. 

The black and the white horse means two horses. 
The black and white horse means one horse with 
two colors. A house and a lot means two separate 
pieces of property; the house is not on the lot. A 
house and lot means that the house is on the lot. 
He was married toan amiable and an estimable 
woman means that he had two wives. Hie was 
married to an amiable and estimable woman 
means that he had one wile. 



English Grammar — Part Three 



19. You have already learned that adjectives may be 
placed before the words they modify, or they may be 
used in the predicate. They may also be used Ap- 
positively ; as, 

1. The snow, white and pure, covered the landscape. 

2. The rose, beautiful and fragrant, is the fairest of 
flowers. 



LESSON XVII. 

ADJECTIVES CONTINUED. 

1. Write two sentences, each containing three adjec- 
tives, — 

1. Placed before the noun. 

2. Used in the predicate. 

3. Used appositively. 

2. The following sentences are correct. Examine 
them carefully. 

1. He has another and better reason. 

2. He has another and a better reason. 

(What difference in the meaning of these two sentences?) 

3. He does not deserve the name of gentleman. 

4. The whites of America are descendants of the Euro- 
peans. (Why not the descendants?) 

5. The north and the south line of the field extend east 
and west. 

6. The north and south lines on a map are meridians. 
They extend north and south. 

7. This kind of horses and these kinds of cattle are not 
found is Asia. 



English Grammar — Part Tliree. 



2. In some of these sentences the adjectives are 
used incorrectly. Correct where necessary. 

1. The right and left hand were both diseased. 

2. The Latin and the Greek words in English are many. 

3. I do not admire those kind of people. 

4. The fourth and the fifth verse are short. 

5. My uncle owns a large and small house. 

6. One who rules is often known by the name of a king. 

7. The sick and wounded were left in the camp. 

8. I have not heard from home for this two weeks. 

3. Observe that when the article is repeated the 
verb will often be plural, although the subject expressed 
may be singular. 

1. The east and the west end (not ends) of the house 
are white. 

2. An old and a new book are on the table. 

It will be readily seen that in the above sentences one 
subject is understood. 

4. In the following sentences the comparative and 
the superlative are used correctly. Study carefully. 

1. My mother is the eldest of five sisters. 

2. Which is the better of the two? 

3. Iron is more useful than any other metal. 

4. Iron is the most useful of metals. 

5. This picture is, of all paintings, most fascinating 
to me. 

6. China has a greater population than any other 
country on the globe. 

It will be observed that the comparative degree is gener- 
ally followed by than, and that when than is used 
we always have a complex sentence. When we say 
He is younger than I, the full sentence is He is 
younger than I am. 

8 



English Grammar — Part Three* 



5. Each of the following sentences is incorrect. 
Make the proper changes. 

1. The youngest of the two sisters is the handsomest. 

2. He is the stronger of all the boys in school. 

3. The boy is the brightest of all his classmates. 

4. Gold is more valuable than any metal found in the 
United States. 

5. Natural scenery pleases me the best of any thing else. 

6. That tree overtops all the trees in the forest. 

7. Our present teacher is better than any teacher we 
ever had. 

8. Our present teacher is the best we ever had before. 

9. Nothing pleases me as much as beautiful scenery. 
(Say nothing else. Why?). 

10. This man, of all others, deserves promotion. 



LESSON XVIII. 

VERBS— CLASSIFICATION. 

1. A verb is a word that denotes action or being. 

2. A Regular Verb is one that forms its past tense 
and past participle by adding ed to the present, in 
accordance with the rules of spelling. 

3. An Irregular Verb is one that does not form its 
past tense and past participle by adding ed to the 
present. 

4. A Transitive Verb is one that requires an object 
to complete its meaning. 



English Gra 



-Part Three. 



ii3 



5. An Intransitive Verb is one that does not require 
an object to complete its meaning. 

An Intransitive Verb that does not imply action is some- 
times called a Neuter Verb. Examples: "The book 
lies on the shelf." " Freedom exists." 

6-. A Defective Verb is one not used in all the modes 
and tenses; as, must, ought, quoth, etc. 

7. An Impersonal Verb is one used only in the 
third person singular; as, "It rains;" "It snows." 

The subject of an impersonal verb is always it. 

8. Auxiliary verbs are those used in the conjugation 
of other verbs. They are do, be, have, shall, will, 
may, can, must. 

Do, be, and have are often used as principal verbs. 

9. A Finite Verb is any mode or tense of the verb 
except the infinitive and the participle. 

10. The following list of irregular verbs should be 
studied until pupils are able to give the principal parts 
of all in general use. Those marked r are also regular. 
Forms little used are printed in black. 



PRES. 


PAST. 


PAST P. 


PRES. 


PAST. 


PAST P. 


Abide 


abode 


abode 


Bet 


bet 


bet 


Am, be 


was 


been 


Bless, r. 


blest 


blest 


Arise 


arose 


arisen 


Bid 


bid, bade 


bidden, bid 


Awake, r. 


awoke 


awaked 


Bind 


bound 


bound 


Bake 


baked 


( baked 
1 baken 


Bite 
Bleed 


bit 
bled 


bitten, bit 

bled 


Bear 


j bore 
1 bare 
j bore 
1 bare 


born 


Blow 


blew 


blown 


Bear 

(to carry) 


borne 


Break 
Breed 


( broke 

} brake 

bred 


broken 

bred 



H4 



English Grammar — Part Three. 



Boat 

Begin 

Bend, r. 

Bereave, 

Beseech 

Bring 

Build, r. 

Burn, r. 

Burst 

Buy 

Cast 

Catch 

Chide 



Cleave, r. 
(to split) 

Cling 
Clothe, r. 
Come 
Cost 
Creep 
Crow, r. 
Cut 

Dare, r. 
Deal 
Dig, r. 
Do 

Draw- 
Dream, r. 
Dress, r. 

Drink 



beat 

began 

bent 

bereft 

besought 

brought 

built 

burnt 

burst 

bought 

cast 

caught 

chid 

chose 
[ clove 
\ cleft 
[ clave 

clung 

clad 

came 

cost 

crept 

crow- 
cut 

durst 

deall 

dug 

aid 

drew 

<1 run nit 
drest 

drank 



PAST p. 

j beaten 
* beat 

begun 

bent 

bereft 

besought 

brought 

built 

burnt 

burst 

bought 

cast 

caught 
( chidden 
(chid 

chosen 

j cloven 
| cleft 

clung 

clad 

come 

cost 

crept 

crowed 

cut 

dared 

dealt 

dug 

done 

drawn 

dreamt 

drest 
j drank 
/ drank 



PRES. 

Dwell 
Eat 
Fall 
Feed 
Feel 
Fight 
Find 
Flee 
Fling 
Fly 

Forsake 
Freeze 
Get 
Gild, r. 
Gird, r. 
Give 
Go 

Grave, r. 
G row- 
Grind 
Hang, r. 
Have 
Hear 
Heave, r. 
Hew, r. 
Hide 
Hit 

Hold 

Hurt 
Keep 
Kneel, r. 
Knit, r. 
Know 



PAST. 

dwelt 

ate 

fell 

fed 

felt 

fought 

found 

fled 

flung 

flew 

forsook 

froze 

got 

gilt 

girt 

gave 

went 

graved 

grew 

ground 

hung 

had 

heard 

hove 

hewed 

hid 

hit 

held 

hurt 
kept 
knelt 

knit 
k new- 
laded 



PAST P. 

dwelt 

eaten 

fallen 

fed 

felt 

fought 

found 

fled 

flung 

flown 

forsaken 

frozen 

got, gotten 

gilt 

girt 

given 

gone 

graven 

grown 

ground 

hung 

had 

heard 

hove 

hewn 

hidden, hid 
hit 
i held 
' holden 

hurt 

kept 

knelt 

knit 

known 
laden 



English Grammar — Part Three. 



ii5 



PBES. 


PAST . 


PAST P. 


PRES . 


PAST. 


PAST P. 


Lay 


laid 


laid 


Send 


sent 


sent 


Lead 


led 


led 


Set 


set 


set 


Lean, r. 


leant 


leant 


Shake 


shook 


shaken 


Leap, r. 


leapt 


leapt 


Shape, r. 


shaped 


sh apen 


Leave 


left 


left 


Shave, r. 


shaved 


shaven 


Lend 


lent 


lent 


Shear, r. 


sheared 


shorn 


Let 


let 


let 


Shed 


shed 


shed 


Lie ( recline) 


lay 


lain 


Shine 


shone 


shone 


Light, r. 


lit 


lit 


Shoe 


shod 


shod 


Lose 


lost 


lost 


Shoot 


shot 


shot 


Make 


made 


made 


Show, r. 


showed 


shown 


Mean 


meant 


meant 


Shred 


shred 


shred 


Meet 
Mow, r. 


met 
mowed 


met 
mown 


Shrink 


( shrunk 
( shrank 


( shrunk 

( shrunken 


Pay 


paid 


paid 


Shut 


shut 


shut 


Pen, r. 


pent 


pent 


Sing 


sang 


sung 


(to inclose.) 






Sink 


sank 


sunk 


Put 


put 


put 


Sit 


sat 


sat 


Quit, r. 


quit 


quit 


Slay 


slew 


slain 


Pap, r. 

Read 

Pend 


rapt 
read 
rent 


rapt 
read 
rent 


Sleep 
Slide 
Sling 


slept 

slid 

slung 


slept 
1 slidden 
(slid 

slung 


Pid 


rid 


rid 


Slink 


slunk 


slunk 


Ride 


rode 


ridden 


Slit 


slit 


slit 


Ring 


rang 
rung 


rung 


Smite 


smote 


1 smitten 

1 smit 


Rise 


rose 


risen 


Sow, r. 


sowed 


sown 


Rive, r. 
Run 


rived 
ran 


1 iven 
run 


Speak 


( spoke 
i spake 


spoken 


Saw, r. 


sawed 


saw D 


Speed 


sped 


sped 


Say 


said 


said 


Spend 


Bpenl 


spent 


See 


saw 


seen 


Spill, p. 


spilt 


spilt 


Seek 


sought 


sought 


Spin 


spun, s 1 > : 1 1 


spun 


Seethe, r. 


seethed 


sodden 


Spit 


spit . *pat 


spir 


Sell 


sold 


sold 


Split 


split 


split 



n6 


En 


glish Gramn 


iar — Part 


Three. 




PRES. 


PAST. 


PAST P. 


PRES. 


PAST. 


PAST P. 


Spread 


spread 


spread 


Take 


took 


taken 


Spring 


sprang 


sprung 


Teach 


taught 


taught 


Stand 


stood 


stood 


Tear 


tore, tare 


torn 


Stave 


j staved 
1 stove 


( staved 
( stove 


Tell 
Think 


told 
thought 


told 
thought 


Stay 


( staid 
1 stayed 


( staid 
I stayed 


Thrive, r. 


S thrived 
1 throve 


thriven 


Steal 


stole 


stolen 


Throw 


threw 


thrown 


Stick 


stuck 


stuck 


Thrust 


thrust 


thrust 


Sting 

Stride 


stung 
strode 


stung 
stridden 


Tread 


trod 


( trodden 

I trod 


Strike 


struck 


\ struck 
I stricken 


AY ax, r. 
Wear 


waxed 

wore 


waxen 
worn 


String 


strung 


strung 


Weave 


wove 


woven 


Strive 
Strew, r. 


strove 
strewed 


striven 
strown 


Weep 
Wet, r. 


wept 
wet 


wept 
wet 


Swear 


\ swore 
' snare 


sworn 


Whet, r. 


whet 


whet 


Sweat 


sweat 


sweat 


Win 


won 


won 


Sweep 


swept 


swept 


Wind 


wound 


wound 


Swell, r. 


swelled 


swollen 


Work, r. 


wrought 


wrought 


S wiin 


swam 


swum 


Wring 


wrung 


wrung 


Swing 


swung 


swung 


Write 


wrote 


written 



LESSON XIX. 

VERBS— VOICE, MODE. 

i. The Modifications of the verb are Voice, Mode, 
Tense, Person, and Number. 



English Grammar — Part Three. 117 

2. Voice is that modification of a transitive verb 
which shows whether the subject denotes the actor or 
the receiver of the action. 

This is the definition usually given, and is probably cor- 
rect, because only transitive verbs can have a passive 
voice. Intransitive verbs have only the active voice. 

3. The Active Voice is that form of the verb which 
shows that the subject denotes the actor. 

4. The Passive Voice is that form of a transitive verb 
which shows that the subject denotes the receiver of the 
action. 

5. The passive voice of any verb will always consist 
of the past participle of that verb, preceded by some 
form of the verb be. 

From this it follows that the passive of all the modes 
and tenses of any verb will always end with the same 
word. The past participle of write is written, and 
the passive of write in every mode and tense, will 
end with the word written. 

The form of the verb to be that should be used is the 
form found in the mode and tense called for in the 
passive verb. Example: The indicative, present per- 
fect, third, singular of to be is has been; therefore, 
the indicative, present perfect, third, singular, passive 
of the verb write is has been written. 

Sometimes the form of the verb to be is not expressed; 
as, "We found the water (to be) frozen." "The knife 
(that was) found in the yard belonged to the teacher." 

There are two or three exceptions to the above rule for 
the formation of the passive; thus, the verbs in He IS 
gone, and The hour is come arc in the active voice, 
although passive in form. 



i ig English Grammar — Part Three. 

6. Name the voice of these verbs: — 

shall see, shall be seen, may have seen, may have been 
seen, has seen, had seen, had been seen, might have 
seen; can choose, could choose, shall have been chosen, 
to be chosen, are choosing, may be choosing, may be 
chosen; to have stolen, to have been stolen, having 
stolen, having been stolen, stole, is stolen. 

7. Change the voice of all the verbs in these 
sentences : — 

1. The traveler was astonished at the sight. 

2. The heavens declare the glory of God. 

3. The address of welcome to the Grand Army of the 
Republic was given by Henry Watterson. 

4. Such examples incite young men to noble careers. 

5. The philosopher sat in his chair. (Why can not this 
be made passive?) 

6. Health and plenty cheered the laborer. 

7. A horse trode on the child's foot. 

8. The sun rose at six. 

9. The book lies on the table. 

10. The commander must attend to this matter. 

8. Mode is that form or use of the verb which 
shows the manner in which the action or being is ex- 
pressed. 

9. The Indicative Mode is used to assert a fact or 
an actual existence. It is also used in asking questions. 

10. The Potential Mode asserts the power, necessity, 
liberty, or possibility of action or being. This mode 
may be used in asking questions. 

The sign of the potential mode is may, can, must; 
might, could, would, should. 



English Grammar — Part Three. 119 

n. The Subjunctive Mode asserts an uncertainty, a 
wish, or a supposition. 

As this mode is considered quite difficult, its further study 
will be found in Part Four. 

12. The Imperative Mode is used to express a com- 
mand, a request, or an entreaty. 

13. Write two sentences in which the verb is in, 

1. The indicative. 

2. The potential. 

3. The imperative. 



LESSON XX. 

VERBS— TENSE, PERSON, NUMBER. 

1. Tense is that form or use of the verb that shows 
the time of an action or being. 

2. The Present Tense denotes present time. 

3. The Present Perfect Tense expresses action or 
being as completed at the present time. 

4. The Past Tense denotes past time. 

5. The Past Perfect Tense expresses action or being 
as completed at some past time. 

6. The Future Tense denotes future time. 

7. The Future Perfect Tense expresses action or 
being as completed at some future time. 

The indicative is the onlv mode that has the six tenses. 



English Grammar — Part Three. 



The potential has only the present, present perfect, past, 
and past perfect. The sign of the present is may, 
can, or must; of the present perfect, may have, 
can have, or must have; of the past, might, 
could, would, or should; of the past perfect, might 
have, could have, would have, or should have. 

The imperative is used only in the present. 

8. Name the mode and tense of these verbs: — 

is written, was written, have written, write, shall have 
written, has been written, has written, might write, 
can write; go, went, might have gone, can have gone, 
should go, could have gone, shall go, will go, had gone, 
must go, must have gone. 

9. Finite verbs have the same person and number 
as their subjects. 

1. A collective noun requires a plural verb when the in- 
dividuals are thought of, but a singular verb when the 
collection is considered as a unit; as, "The committee 
were invited and all came." "The committee was 
large." 

2. Two or more subjects connected by and require a 
plural verb; as, "Industry and perseverance are 
required." 

8. Two or more singular subjects, taken separately, 
(usually connected by or, nor, etc.,) require a singular 
verb; as, "Europe, Asia, or Africa has a greater popu- 
lation than South America." 

•4-. Two or more singular subjects preceded by each, 
every, or 120 require a singular verb; as, " Each 
animal, plant, and mineral has its use." 

5. When one subject is affirmative and the other nega- 
tive, the verb agrees with the affirmative subject; as, 
"The sailors, not the captain, are to blame." "The 
captain, not the sailors, is to blame." 



English Grammar — Part Three. 121 

6. When there are two subjects, taken separately, and 
differing in number or person, the verb agrees with the 
nearest subject; as, "Neither the mother nor the 
daughters are pleased." "Neither the daughters nor 
the mother is pleased." 

7. The first four of the preceding rules for the agree- 
ment of the verb apply also to the agreement of the 
pronoun with its antecedent.* 



LESSON XXI. 

VERBS— AGREEMENT. 

1. The verbs and pronouns in these sentences are 
correct. Give reasons for the forms used. 

1. Talking and doing are not the same. 

2. Many a man has sad recollections of his youth. 

3. Every train and steamboat was crowded. 

4. From what country is each of your parents? 

5. Every one of the witnesses says the same thing. 

6. Either you or I am in the wrong. 

7. A box of figs was sent us as a present. 

8. There were more than one of us. 

9. The victuals were cold. 

10. The word victuals is singular. 

11. There are no tidings. 

12. Neither wife nor child was there to meet him. 

13. Books, and not pleasure, are his delight. 
14-. Money, as well as men, is needed. 

15. To possess and to profess are two different things. 

16. "Very true," sa} r they. 

* These are the principal rules for the agreement of a verb. A 
few special rules and suggestions will be given in Part Four. 



English Grammar — Part Three. 



17. Chaucer's ''Canterbury Tales" is an old poem. 

18. A variety of pleasing objects charms the eye. 

19. Twenty-five dollars is not too much for a bicycle. 

2. Correct the following errors, and give your 
reasons : — 

1. What studies have each of the boys? 

2. Every one of the boys are in their place. 

3. One of you are wrong. 

4. There is one or more reasons for this. 

5. Six days' work have been done. 

6. Either you or he are responsible. 

7. Nothing but vain and foolish pursuits delight some 
persons. 

8. The people, not the government, is responsible for 
the welfare of the nation. 

9. The number of our days are with thee. 

10. Between grammar and logic there exists many 
connections. 

11. "Oats" are a common noun. 

12. The youth of this country has many opportunities. 

13. Idleness and ignorance brings sorrow. 

14. My brother, with two friends, have arrived. 

15. Strong arguments, not aloud voice, brings conviction. 

16. In him were found neither deceit nor any other vice. 

17. Either the horses or the wagon are to be sold. 

18. The door of the cell is open and within stands two 
prisoners. 

19. Avarice is one of the passions that is never satisfied. 

20. The sun, with all its planets, are but a small part of 
the universe. 

3. Some of the following are correct and some are 
incorrect. Make the corrections necessary. 

1. More than one has had a hand in this affair. 

2. Every one must follow their own views on the ques- 
tion. 



English Grammar — Part Thre 



123 



3. Both money and labor were spent on it. 

4. Either you or I are the one who they have selected. 

5. Each of these studies have their own difficulties. 

6. The report of the mayor and clerk were presented. 

7. The report ol the mayor and of the clerk was pre- 
sented. 

8. Not her beauty, but her talents attract attention. 

9. Her talents, not her beauty, attract attention. 

10. It is her beauty, and not her talents, that attract 
attention. 

11. To do justly, to love mercy, and to be humble, are 
duties of universal obligation. 

12. Each day and each hour bring their portion of duty. 



LESSON XXII. 



study :• 



VERBS — CORRECT FORMS. 

The following verbs should receive special 



PRESENT. 


PRESENT 
PARTICIPLE. 


PAST 
TENSE. 


PAST 
PARTICIPLE. 


1 -! lie > 


lying, 


lay, 


lain; 


Mlay, 


laying, 


laid, 


laid. 


jsit, 


sitting, 


sat, 


sat; 


2 '1set, 


setting, 


set, 


set. 


3 J rise, 


rising, 


rose, 


risen; 


'} raise, 


raising, 


raised, 


raised. 



The first verb of each of the above pairs is intransitive, 

and can not be used with an object nor in the passive 
voice. The second verb of each pair is transitive, and 
can be used only with an object or in the passive voice. 
Set, when applied to the sun, or when meaning to set 
out on a journey, is intransitive. 



124 English Grammar — Part Three 

2. In the following sentences the preceding verbs 
are used correctly. — 

1. After the game, the ball-players lay down to rest. 

2. The pupil laid his book on the table, and there it 
still lies. 

3. The foundation stones were laid in cement. 

4. Set the basket down and sit on that chair. 

5. The girls are sitting on the porch looking at the set- 
ting sun. 

6. The workmen raised the bridge before the river rose. 

7. Rising from his chair, and raising his right arm, the 
orator began to speak. 

3. Fill each of these blanks with the proper form of 
one of the verbs in the first pair given in paragraph 1 : — 

1. The book was on the table. Yes, I it there. 

Well, let it . 

2. The sick man has on his bed a long time. 

3. What plans are }^ou now? 

4. Have they their burdens down? 

5. I remember when the corner stone was . 

6. here, and your head on the pillow. 

4. Fill these blanks with the proper forms of the 
verbs mentioned in paragraph 1 : — 

1 . Mary, you may the table. 

2. William is by the stove, but Samuel is the 

old hen. 

3. The traveler rose early and out at six o'clock. 

4. Your coat well. 

5. yourself down and still. 

6. The creek is (rising, raising), and the men are (rising, 
raising) that old house. 

5- The past tense is never used with an auxiliary 
verb, and the past participle is never used without an 
auxiliary (sometimes not expressed). 



English Grammar — Part Three. 125 

6. Choose the right word, and give reasons: — 

1. He (done, did) it. 

2. I (seen, saw) him. 

3. Have you ever (saw, seen) a giraffe? 

4. Has he (wrote, written) the letter? 

5. The letter (wrote, written) yesterday was mailed 
today. {That was is understood). 

6. Has the messenger (come, came) yet? 

7. The storm soon (began, begun). 

8. The boy said his book was (tore, torn). 

9. Some of our best apples were (stole, stolen). 

10. I (knowed, knew) him as soon as I (saw, seen) him. 

11. The train had (gone, went) an hour before I (come 
came.) 

12. This work can not be (did, done) in one day. 

13. She (ought, had ought) to go. (As the verb ought 
has no past participle, it can not be used with an 
auxiliary.) 

14. He was (chose, chosen) umpire of the game. 

15. The tune was (sung, sang) well. 

16. That witness has surely (swore, sworn) falsely. 

7. Select the right verbs, and give reasons: — 

1. I (think, guess, expect, suppose) that he is sick. 

2. (Guess, think) how many grains are on this ear 
of corn. 

3. Will 3 r ou (learn, teach) me to skate? 

4. Mother, I will (go, come) to see you next week. 

5. Try (and, to) learn your lesson. 

6. I (expect, think) he has gone to Europe. 

7. I expected (to be, to have been) in New York by this 
time. 

S. He (don't, doesn't) believe in hypnotism. 



126 English Grammar — Part Three. 

LESSON XXIII. 

VERBS — CONJUGATION. 

i. The conjugation of a verb is the orderly arrange- 
ment of its voices, modes, tenses, persons, and numbers. 

2. The auxiliaries can, may, shall, and will have 
forms for the past: could, might, should, and would. 

These forms are said by grammarians to be in the past 
tense, but they do not express past time. Tense 
does not always mean time. 

3. The following is the conjugation of the verb 
To Be:—* 

INDICATIVE MODE. 

PRESENT TENSE. 

Singular. Plural. 

1. I am, 1. We are, 

2. Thou art, 2. You are, 

3. He is; 3. They are. 

PRESENT PERFECT TENSE. 

1. I have been, 1. We have been, 

2. Thou hast been, 2 You have been, 

3. He has been, or hath been. 3. They have been. 

* There is a tendency in many schools to neglect the study of 
conjugation. Probably this is the reason why so many students 
(and many teachers, too) can not parse a verb correctly. Con- 
jugation should be studied until the pupil can give any voice, 
mode, or tense called for. 



English Grammar — Part Three. 



127 





PAST TENSE. 






Singular. 


Plural. 


1. 


I was, 1. 


We were, 


2. 


Thou wast, 2. 


You were, 


3. 


He was; 3. 

PAST PERFECT TENSE, 


They were. 


1. 


I had been, 1. 


We had been, 


2. 


Thou hadst been, 2. 


You had been, 


3. 


He had been; 3. 

FUTURE TENSE. 


They had been. 


1. 


I shall be, 1. 


We shall be, 


2. 


Thou wilt be, 2. 


You will be, 


3. 


He will be; 3. 


They will be. 



FUTURE PERFECT TENSE. 



1. I shall have been, 

2. Thou wilt have been, 

3. He will have been ; 



1. We shall have been, 

2. You will have been, 

3. They will have been. 



SUBJUNCTIVE MODE. 

PRESENT TENSE. 



1„ 

2. 
3. 


If I be, 
If thou be, 
If he be; 


1. 
2. 
3. 

PAST TENSE. 


If we be, 
If you be, 
If they be. 


1. 
2. 

3. 


If I were, 
If thou wert, 
If he were; 


1. 


3. 


If we were, 
If you were, 
If thev were. 



English Grammar — Part Three. 



POTENTIAL MODE. 

PRESENT TENSE. 

Singular. Plural 

1. I may be, 1. We may be, 

2. Thou mayst be, 2. You may be, 

3. He may be; 3. They may be. 

PRESENT PERFECT TENSE. 

1. I may have been, 1. We may have been, 

2. Thou mayst have been, 2. You may have been, 

3. He may have been; 3. They may have been. 

PAST TENSE. 

1. I might be, 1. We might be, 

2. Thou mightst be, 2. You might be, 

3. He might be; 3. They might be. 

PAST PERFECT TENSE. 

1. I might have been, 1. We might have been, 

2. Thou mightst have been, 2. You might have been, 

3. He might have been; 3. They might have been. 

IMPERATIVE MODE. 

PRESENT TENSE. 

2. Be, or do thou be; 2. Be, or do ye or you be. 

INFINITIVES. 
Present, To be. Present Perfect, To have been. 

PARTICIPLES. 
Present, Being. Past, Been. Past Perfect, Having been. 



English Grammar — Part Three. 129 

4. In the study of conjugation it should be observed 
that,— 

1. In the formation of the futures, we have two auxiliaries, 
shall and will. For the expression of simple futurity, we use 
shall in the first person, and will in the second and third per- 
sons, as given in the table. On the other hand, by using will in 
the first person, and shall in the second and third persons, we 
express the various ideas of promise, command, obligation, etc. 
Thus: "I will be there" expresses a promise. "Thou shalt love 
the Lord thy God" is a command. "He shall do it" (2. e. I will 
make him) expresses obligation or necessity. 

2. The singular form, thou art, etc. , is now used only in acts of 
worship, or on other solemn occasions. In ordinary discourse, in 
addressing one person, we say you are, you were, etc., the 
meaning being singular, but the form plural. 

3. In the third person, the subject of the verb ma}' be any of 
the personal pronouns, he, she, it, any of the relative pronouns, 
who, which, what, that, etc., or any noun. For convenience 
of recitation, only one subject is inserted. 

4. In the potential mode the auxiliary may be, — 

In the present tense, may, can, or must; 

In the past tense, might, could, would or should; 

In the present-perfect tense, may have, can have, or 

must have; 
In the past-perfect tense, might have, could have, 

would have, or should have. 



130 



English Grammar — Part Three. 



LESSON XXIV. 

VERBS — CONJUGATION CONTINUED. • 

i. Conjugation of the verb Love, in the Active 
Voice. , 

INDICATIVE MODE. 



Singular. 

1. I love, 

2. Thou lovest, 

3. He loves; 



PRESENT TENSE. 

Plural. 

1. We love, 

2. You love, 

3. Thev love. 



PRESENT PERFECT TENSE 

1. I have loved, 

2. Thou hast loved, 

3. He has loved; 



1. We have loved, 

2. You have loved, 

3. They have loved. 





PAST TENSE. 




1. 

2. 
3. 


I loved, 1. 
Thou lovedst, 2. 
He loved; 3. 


We loved, 
You loved, 
They loved. 




PAST PERFECT TENSE. 


1. 
2. 
3. 


I had loved, 1. 
Thou hadst loved, 2. 
He had loved ; 3. 

FUTURE TENSE. 


We had loved, 
You had loved, 
They had loved, 


1. 
2. 


I shall love, 1. 
Thou wilt love, 2. 
He will love; 3. 


We shall love, 
You will love, 
They will love. 



English Grammar — Part Three. 



131 



FUTURE PERFECT TENSE. 



Singular. 

1. I shall have loved, 1. 

2. Thou wilt have loved, 2. 

3. He will have loved; 3. 



Plural 
We shall have loved, 
You will have loved, 
They will have loved. 



SUBJUNCTIVE MODE. 

PRESENT TENSE. 



If I love, 
If thou love, 
If he love: 



1. If we love, 

2. If you love, 

3. If thev love. 



POTENTIAL MODE. 



PRESENT TENSE. 



1. I may love, 

2. Thou mayst love, 

3. He may love; 



1. We may love, 

2. You may love, 

3. They may love. 



1. I may have loved, 

2. Thou mayst have loved 

3. He mav have loved; 



PRESENT PERFECT TENSE 

1 



We may have loved, 

2. You may have loved, 

3. They ma} r have loved. 



PAST TENSE. 



1. I might love. 

2. Thou mightst love, 

3. He might love; 



1. We might love, 

2. You might love, 

3. They might love. 



1. I might have loved, 

2. Thou mightst have loved 

3. He might have loved; 



PAST PERFRCT TENSE. 
1 



We might have loved . 
You might have loved, 
Thev might have loved. 



132 English Grammar — Part Three. 

IMPERATIVE MODE. 

PRESENT TENSE. 
Singular. Plural. 

Love, or love thou. Love, or love you. 

INFINITIVES. 
Present, To love. Present Perfect, To have loved. 

PARTICIPLES. 
Present, Loving. Past, Loved. Past Perfect, Having loved. 

2. Conjugation of the verb Love in the Passive 
Voice. 

INDICATIVE MODE. 

PRESENT TENSE. 

Singular. Plural. 

1. I am loved, 1. We are loved, 

2. Thou art loved, 2. You are loved, 

3. He is loved; 3. They are loved. 

PRESENT PERFECT TENSE. 

1. I have been loved, 1. We have been loved, 

2. Thou hast been loved, 2. You have been loved, 

3. He has been loved; 3. They have been loved. 

PAST TENSE. 

Singular. Plural 

1. I was loved, ,. We were loved, 

2. 1 hou wast loved, 2 . You were loved, 

3. Ik was loved; 3. They were loved. 



English Grammar — Part Three. 



133 



PAST PERFECT TENSE, 



1. I had been loved, 1. 

2. Thou hadst been loved, 2. 

3. He had been loved; 3. 



We had been loved, 
You had been loved, 
Thev had been loved. 



FUTURE TENSE. 



1. I shall be loved, 

2. Thou wilt be loved, 

3. He will be loved; 



We shall be loved, 
You will be loved, 
They will be loved. 



FUTURE PERFECT TENSE. 



1. I shall have been loved, 1. 

2. Thou wilt have been loved, 2. 

3. He will have been loved; 3. 



We shall have been loved, 
You will have been loved, 
Thev will have been loved. 



SUBJUNCTIVE MODE. 



PRESENT TENSE. 



If we be loved, 
If you be loved, 
If thev be loved. 



1. If I were loved, 1. Were I loved, 1. If we were loved, 

2. If thou wert loved, 2. Wert thou loved, 2. If you were loved, 

3. It he were loved; 3. Were he loved; 3. If they were loved. 



1. 

2. 
3. 


If I be loved, 
If thou be loved, 
If he be loved; 


1. 
2. 
3. 

PAST TENS! 



POTENTIAL MODE. 

PRESENT TENSE. 



1. I may be loved, 

2. Thou mayst be loved, 

3. He may be loved ; 



1. We may be loved, 

2. You may be loved, 

3. Thev may be loved. 



134 English Grammar — Part Three. 



PRESENT PERFECT TENSE. 

1. I may have been loved, 1. We may have been loved, 

2. Thou mayst have been loved, 2. You may have been loved, 

3. He ma3' have been loved; 3. They may have been loved. 

PAST TENSE. 

1. I might be loved, 1. We might be loved, 

2. Thou mightst be loved, 2. You might be loved, 

3. He might be loved ; 3. They might be loved. 

PAST PERFECT TENSE, 

1. I might have been loved, 1. We might have been loved, 

2. Thou mightst have been loved, 2. You might have been loved, 

3. He might have been loved; 3. They might have been loved. 

IMPERATIVE MODE. 

PRESENT TENSE. 

2. Be loved, or be thou loved; 2. Be loved, or be you loved. 

INFINITIVES. 
Present, To be loved. Present Perfect, To have been loved. 

PARTICIPLES. 
Pres., Being loved. Pert., Loved. Past Perf., Having been loved. 

3. The vSynopsis of a verb is the orderly arrange- 
ment of its voices, modes, and tenses in one person and 
number (usually the first person, singular). 

4- The conjugations already given are of the Com- 
mon Form. There are two other forms: the Progressive 
and the Emphatic. 



English Grammar — Part Three. 135 

5. The Progressive Form of the verb is that which 
represents the action as in progress; as, "I am writing." 

1. The Progressive Form of any verb is made by placing 
before its present participle the various modes, tenses, 
persons, and numbers of the verb to he. 

2. Since the progressive form always ends with the 
present participle, and the passive always ends with 
the past participle, it follows that the progressive 
form is always in the active voice. 

6. The Emphatic Form of the verb is that in which 
the assertion is expressed with emphasis; as, "I do 
write." 

1. The Emphatic Form is made b\ r prefixing the present 
or past tense of do to the simple form of the verb. 

2. This form is used in the present and past indicative 
and the present subjunctive, active voice, and in the 
imperative, both active and passive. 

3. The emphatic form is often used in asking questions; 
as, "Does he write?" 



LESSON XXV. 

VERBS — REVIEW. 

1. Write a synopsis of the verb see, progressive 
form. 

2. Write a synopsis of the verb see, emphatic form. 

3. Write the conjugation of choose, active voice, 
common form. 

4. Write the conjugation of choose, passive voice, 
common form. 



136 English Grammar — Part Three. 



LESSON XXVI. 

VERBS— INFINITIVES. 

1. The Infinitive is that form of the verb which 
expresses action or being without affirming it; as, to 
write, to have written; to exist 

2. The following are the infinitives of the verb 
see: — 

PRESENT. PRESENT PERFECT. 

Active : to see, to have seen. 

Passive : to be seen, to have been seen. 

The infinitive has the progressive forms to he seeing 
and to have been seeing. 

Of course, an intransitive verb has but the two active 
infinitives. 

The names present and present perfect do not have 
reference to the time expressed by the infinitive, but to 
its form. The time depends on the finite verb of the 
sentence. 

The sign of the infinitive is to. This sign is omitted 
after the verbs bid, dare, feel, hear, help, let, 
make, see and some others; as, "Let him come." 
"See the birds fly/' When to is omitted it should be 
supplied in parsing. 

3. The infinitive is used as a noun, an adjective, or 
an adverb. 

4. The following is the order for parsing an infini- 
tive: — 



English Grammar — Part Three. 137 

1. "To work is not always pleasant." To work is a 
verb, regular, intransitive, active; infinitive, present; 
it has the construction of a noun, nominative, subject 
of the verb is. 

2. "The lesson to be learned was very difficult." To be 
learned is a verb, regular, transitive, passive; infin- 
itive, present; it has the construction of an adjective, 
modifying lesson. 

3. "He went to school to study grammar." To study- 
is a verb, regular, transitive, active; infinitive, present; 
it has the construction of an adverb modifying went. 

Construction means the same as office. 

5. In the following sentences the infinitive has the 
construction of a noun: — 

1. As suhject: 

a. To learn requires application. 

b. To climb trees is dangerous. 

2. As object of verb: 

a. I like to walk. 

b. The thief desires to escape. 

3. As attribute complement: 

a. To see is to believe. 

b. To study is to learn. 

4. In apposition with subject: 

a. It is useless to inquire, 

b. It is a sin to speak deceitfully. 

5. As object of a preposition: 

a. I was about to write. 

b. They had no choice but to go. 

6. In the following sentences the infinitive lias the 
construction of an adjective: — 

1. Not used in the predicate: 

a. Flee from the wrath to come. 

b. Leaves have their time to fall. 



138 English Grammar — Part Three. 

2. Used in the predicate (attribute complement): 

a. The house is to be sold. 

b. The governor's authority is to be supported. 

7. In the following sentences the infinitive has the 
construction of an adverb: — 

1. Modifying a verb: 

a. Music was ordained to refresh the mind. 

b. They fought to defend their country. 

2. Modif3 T ing an adjective: 

a. These apples are good to eat. 

b. The industrious boy is anxious to work. 

3. Modifying an adverb: 

a. He is too young to enlist, (modifies too). 

b. It is ripe enough to eat. (Too eat modifies 
enough. Enough is an adverb, modifying 
ripe.) 

8. Parse the infinitives in all of the preceding sen- 
tences marked (a). 

A model for written parsing can easily be arranged by 
teacher or pupil. 

9. Point out the infinitives in these sentences, and 
give the construction of each : — 

1. They had the good fortune to escape. 

2. The student has a license to preach. 

3. The cuckoo tried to steal the nest. 
4-. She is sad to see her sister failing. 

5. I have come to hear you sing. 

6. You have a problem to solve. 

7. I am prepared to hear you. 

8. You were kind enough to aid. 

9. These men were sent to rule a distant province. 

10. lie is old enough to vote. 

11. The pupil forgot to study his lesson. 



English Grammar — Part Three. 139 

12. Not to save my right hand would I do it. 

13. I come not here to talk. 

14. It is better to strive for the right than to rail at the 
wrong (is good). 

15. To obey is better than to be punished. 

16. It is useless to inquire. 

17. To hesitate is to be lost. 

18. To rob a caravan is a crime, but to steal a conti- 
nent is glory. 

19. Every one should strive to be an ornament to his 
profession. 

20. One stumble is enough to deface the character of an 
honorable life. 

10. Usually no word should come between to and 
the verb; thus, "to rapidly walk" should be "to walk 
rapidly." 

Some good authors do not hesitate to disobey the above 
rule. 

1 1 . The present perfect infinitive should not be used 
after verbs of wishing, expecting, etc. We should not 
say "He wished to have gone," but "He wished to go. " 



LESSON XXVII. 

VERBS — PARTICIPLE. 

1. A participle is a word derived from a verb, par- 
taking of the properties of a verb and of an adjective or 
a noun. 

2. There are three Participles: the Present, the 
Past, and the Past Perfect, 



140 English Grammar — Part Three. 

The Past is sometimes called the Perfect, and the Past 
Perfect is sometimes called the Compound Participle. 

3. The following are the Participles of the transi- 
tive verb see: — 

PRESENT. PAST. PAST PERFECT. 

Active: seeing, seen, having seen. 

Passive: being seen, seen, having been seen. 

An intransitive verb has only the three active participles. 

Some grammarians do not consider the past participle in 
the active voice a separate participle, because it has 
the same form as the past participle in the passive 
voice. While it is true that they have the same form, 
there is often quite a difference in meaning. 

The active participle is used with an auxiliary in forming 
many of the tenses in the active voice; thus, in "I have 
seen the parade," have is the auxiliary and seen is the 
past participle, active. In "I have been seen," have 
been is the auxiliary and seen is the past participle, 
passive. In "The animal seen on the mountain was a 
bear," seen is the past participle, passive. 

4. Write all the participles of these verbs: — 
write, choose, walk, go, do, try, sit. 

5. A Participle always has the construction of an 
adjective or a noun. 

No word is a participle unless it can be derived from a 
verb; thus, in "He was unknown in the community," 
unknown is not a participle because there is no verb 
unknow from which it can be derived. 

6. The following is the order for parsing a par- 
ticiple: — 

1. "The lesson learned yesterday was not recited." 
Learned is a verb, regular, transitive, passive; par- 



English Grammar — Part Three. 141 

ticiple, past; it has the construction of an adjective 
and modifies lesson. 
2. "By learning the lesson he won the approval of his 
teacher." Learning is a verb, regular, transitive, 
active; participle, present; it has the construction of a 
noun, the object of the preposition by. 

7. Ill the following sentences the participle has the 
construction of an adjective: — 

1. Not used in the predicate: 

a. Wealth obtained dishonestly soon disappears. 

b. Having walked a long distanee, the soldier is 
tired. 

c. The policeman found the criminal concealed 
in the bushes. 

2. Used as attribute complement: 

a. Truth lies wrapped up and hidden in a well. 

b. Cincinnatus was found plowing. 

c. The general lay wounded on the field. 

8. In the following sentences the participle has the 
construction of a noun: — 

1. In the nominative case: 

a. Riding a bicycle is good exercise. 

b. This reminding me of your kindness is reprov- 
ing me. 

c. My admitting the fact will not affect the argu- 
ment. 

2. In the objective case: 

a. We obtain information b\' reading good books. 

b. Light minds undertake many things without 
completing them. 

c. He could not resist taking the apple. 

9. Parse the participles in the preceding sentences. 



IA2 English Grammar — Part Three. 

10. Point out the participles iu these sentences, and 
give the construction of each: — 

1. Pardon my asking if you like to read. 

2. Avoid keeping company with the depraved. 

3. The Indians ran screaming in pursuit. 

4-. Many have amassed wealth by living economically. 

5. Attempting much and doing little is a common cause 
of failure. 

6. Pocahontas was married to an Englishman named 
John Rolfe. 

7. The philosopher sat buried in thought, 

S. Instead of reasoning more forcibly, he talked more 

loudly. 
9. Our united efforts could not prevent his going. 

10. He spent hours in correcting and polishing a single 
couplet. 

11. Nature is best conquered by obeying her. 

ii. Write the infinitives and. participles of, — 

break, fly, lay, speak, teach. 
12. Write a sentence having, — 

1. An infinitive used as an adjective. 

2. An infinitive used as a noun, subject. 

3. An infinitive used as a noun, object. 

4-. An infinitive used as a noun, attribute complement. 

5. An infinitive used as a noun, object of a preposition. 

6. An infinitive used as a noun, in apposition with the 
subject. 

7. An infinitive used as an adverb, modifying an adjec- 
tive. 

8. An infinitive used as an adverb, modifying a verb. 

9. A participle with the construction of a noun, subject. 

10. A participle with the construction of a noun, object. 

11. A participle with the construction of a noun, object 
of a preposition. 

12. A participle with the construction of an adjective. 



English Grammar — Part Three. 143 



LESSON XXVIII. 

ADVERBS — CLASSIFICATION AND USE. 

1. An Adverb is a word used to modify a verb, an 
adjective, or an adverb. 

2. According to their office in the sentence, adverbs 
are divided into three classes: Simple, Interrogative, 
and Conjunctive. 

3. A Simple Adverb simply modifies the word with 
which it is used; as, 

1. He reads well and writes very well. 

2. The mountain is exceedingly high. 

4. An Interrogative Adverb is one used in asking 
a question. 

5. A Conjunctive Adverb is one that modifies a 
word in a dependent clause, and also connects that 
clause with the independent clause. 

In the sentence, "I will recite when the time comes," 
when modifies comes and'connects the adverb clause 
with will recite. 

The principal conjunctive adverbs are when, where, as, 
why, wherein, whereby, while, whenever, 
whereon, and than. 

It is evident that conjunctive adverbs are found in com- 
plex sentences. 

6. Write seven sentences, each containing a con- 
junctive adverb. 

Such adverbs as surely, perhaps, certainly, yes, 
nay, no, and not are sometimes called Modal 
Adverbs. 

10 



144 English Grammar — Part Three. 



7. According to their meaning adverbs are divided 
as follows: — 

1. Adverbs of Place; as, where, here, etc. 

2. Adverbs of Time; as, now, again, afterward, etc. 

3. Adverbs of Number; as, once, twice, secondly, 
thirdly. 

4. Adverbs of Manner; as, how, well, so, etc. 

5. Adverbs of Degree; as, very, too, much, etc. 

6. Adverbs of Cause; as, why, wherefore, etc. 

7. Adverbs of Affirmation and Negation; as, yes, no, 
yea, nay, etc. 

8. The only modification of adverbs is comparison. 
They have the same degrees as adjectives, but only 
adverbs of manner and degree can be compared. 

9. Classify the adverbs in these sentences according 
to use and according to meaning: — 

1. Tarry till he comes. 

2. On my way hither, I saw her come forth. 

3. There were no other persons there. 

4. They lived together very happily. 

5. How rapidly the moments fly! 

6. Perchance you are the man. 

7. I have not seen him since I returned. 

8. Whither has he gone? 

9. How far that little candle throws its beams! 

10. Slowly and sadly we laid him down. 

11. These scenes, once so delightful, no longer please him. 

12. Having duly arranged his affairs, he departed imme- 
diately. 

10. Many adverbs are composed of two or more 
words; as, by>nd by, one by one, at all. These may 
be called Phrase Adverbs. 



English Grammar — Part Three. 145 

11. Adverbs should not be used for adjectives, nor 
adjectives for adverbs. 

In the sentence, "The day is disagreeable cold," the adjec- 
tive disagreeable is used instead of the adverb dis- 
agreeably. 

In "This pen does not write good," the adjective good 
is used instead of the adverb well. {Good, better, 
best is an adjective; well, better, best is an adverb.) 
In "The queen feels badly," the adverb badly is used 
instead of the adjective bad. It does not tell the 
manner of feeling, but the condition of the queen. 

12. Only one negative should be used in making a 

denial. 

"He has never done nothing," should be "He has never 
done anything," or "He has done nothing." 

13. Correct the following sentences, and give your 
reasons for the changes: — 

1. He stood silently and alone. 

2. Speak more distinct. 

3. A miser never gives an}'thing to nobody. 

4. How sweetly the music sounds. 

5. The sun shines brightly and the grass looks greenly. 

6. He feels very sadly about his loss. 

7. The teacher was tolerable well informed. 

8. The young lady looked beautifully, and she sang 
beautiful. 

9. We arrived at home safely and soundh'. 

10. The bashful young man appeared verya wkwardly. 

1 1 . This apple looks well (good?), but it tastes badly. 

12. She dresses suitable to her station and means. 

13. I was exceeding glad to hear from you. 

14. The train doesn't wait for no one. 

15. The doctor said she would never be no better. 

16. Every man can not afford to keep a coach. 



146 English Grammar — Part Three. 

14. Adverbs should be placed where there can be no 
doubt as to what they are intended to modify. Notice 
these sentences, and explain the meaning of each: — 

1. Only the address can be written on this side. 

2. The address can only be written on this side. 

3. The address can be written on this side only. 

15. Improve the location of the adverb in these sen- 
tences: — 

1. We only recite three lessons a day. 

2. All men are not educated. 

3. All that glitters is not gold. 

4. Two young ladies came to the party nearly dressed 
alike. 

5. Such prices are only paid in times of great scarcity. 

6. Corn should be generally planted in April or May. 

7. No man has ever so much that he does not want 
more. 

8. I shall be glad to see you always. 

9. The work will be never completed. 

10. Having nearly lost a thousand dollars by the trans- 
action, I can not afford to venture again. 

11. The secretary was expected to resign daily. 

12. He nearly walked ten miles. 



LESSON XXIX. 

PREPOSITIONS AND CONJUNCTIONS. 

1. A Preposition is a word that shows the relation 
of its object to some other word in the sentence. 

Some prepositions are composed of two or three words; 
as, on account of, by means of, from un- 
der, etc. 



English Grammar — Part Three. 147 

Prepositions are sometimes used as part of a verb; as, 
"He was laughed at." "This matter must be attended 
to." Such verbs are called Compound Verbs. 

Some words, originally participles, are sometimes prep- 
ositions; as, concerning, regarding, respecting. 

2. The object of a preposition may be a word, 
phrase, or clause. 

1. The Esquimaux live in huts made of snow. 

2. He is about to return. 

3. The wind had ceased before the rain began to 
fall. (Some authors call before a conjunctive adverb 
in this sentence.) 

3. When a preposition has no object, it becomes 
either an adverb or an adjective; as, 

1. The days are passing by. (Adverb). 

2. The sentence above is correct. (Adjective). 

4. Care must be taken to use appropriate preposi- 
tions. 

Between refers to two objects, and among refers to 
more than two objects. 

Observe the difference in meaning between in and into. 
"He walks into the house" means that he walks from 
the outside into the inside. "He walks in the house" 
means that he is in the house, walking around. 

5. Correct the errors in these .sentences: — 

1. The sultry evening was followed with a heavy frost. 

2. He fell from the bridge in the water. 

3. Our government is based in the rights of the people. 

4. He was accused with robbery. 

5. This work is different to that. 

G. There is a constant rivalry between these four rail- 
roads. 



148 English Grammar — Part Three 

7. Divide the apples among the two girls. 

8. He was eager of studying grammar. 

9. He was desirous for studying Latin. 

10. Battles are fought with other weapons besides pop- 
guns. 

11. The band was followed with a large crowd. 

12. Raise your book (off, of, off of) the table. 

6. A Conjunction is a word used to connect words, 
phrases, and clauses. 

Sometimes a conjunction is used simply as an introduc- 
tory word. In "He went out as captain," as is not 
a connective. Sometimes a conjunction is introduc- 
tory to an entire sentence, but in such cases a preced- 
ing clause is often understood. 

7. According to their use conjunctions are divided 
into two classes: Co-ordinate and Subordinate. 

8. A Co-ordinate Conjunction is one that connects 
elements of equal rank. 

1. Copulatives simply couple or join; as, both, and, 
moreover, etc. 

2. Alternatives (disjunctives) denote separation, or a 
choice between two; as, or, either, neither, nor, etc. 

3. Adversatives denote something opposed or ad- 
verse to what has been said; as, but, still, yet, 
however, notwithstanding, etc. 

4-. Illatives denote effect or consequence; as, there- 
fore, wherefore, hence, consequently, accord- 
ingly, thus, so that, then, etc. 

9. A Subordinate Conjunction is one that connects 
elements of unequal rank. 

A subordinate conjunction is always found in a complex 
sentence, and joins the dependent clause to the 
independent clause. 



English Grammar — Part Three, 



149 



10. According to the meaning of the dependent 
clause, subordinate conjunctions are divided into those 

of:— 

1. Time; as, as, while, until, since, etc. 

2. Reason or Cause; as, because, for, since, as, 
inasmuch as, etc. 

3. Condition or Supposition; as, if, provided, 
unless, except, notwithstanding, whether, etc. 

4. Mnd or purpose; as, that, in order that, lest. 

5. Concession ; as, though, although. 

6. Comparison ; as, than. (The clause introduced by 
than is frequently incomplete ; as, "He is older than 
I (am old).") 

11. Use each of the conjunctions given in paragraph 
10 in a sentence. 



LESSON XXX. 

CORRELATIVES. 

1. Two conjunctions, a conjunction and an adverb, 
or two adverbs, are often used in pairs. They are then 
called Correlatives. The following are the principal 
correlatives : — 

Neither— nor. It neither rains nor snows. 

Either— or. Either Spain or Cuba is to blame. 

Both— and. She both reads and writes. 

Though — yet. Though he was rich, \et he was a miser. 

As — as. He is as tall as I am. 

As— SO. As he thinks, so he speaks. 

So — as. She is not so wise as her sister. 

So — that. The lesson is so long that I can not get it. 



150 English Grammar — Part Three. 

Whether— or. Whether he goes or remains is uncertain. 
Not only— but also. The climate is not only healthful 
but also pleasant. 

As if, as well as, but likewise, notwithstanding 
that, and some other combinations, are not correla- 
tives. The}- should be parsed as one word. 

2. Care should be taken to select appropriate cor- 
relatives, and to place them where they belong. 

Correct the following: — 

1. He will neither go or send anyone. 

2. Nothing either strange nor interesting occurred. 

3. He was not only considered a statesman, but also an 
orator. 

4. Both he works and plays. 

5. He not only visited New York, but also Philadelphia. 

6. Though he has a bad reputation, so I will trust him. 

7. He was as angry that he could not speak. 

8. Wood is not as durable as iron. (So and as are the 
proper correlatives in negative sentences.) 

9. Is this so good as that? 

10. He is not qualified for either teaching mathematics 
or language. 

11. I shall neither depend on you nor on him. 

12. Some nouns are either used in the singular or the 
plural. 

13. Gold is both found in California and Colorado. 

3. The Comparative degree, and the words Other, 
rather, else, and otherwise are generally followed by 
than. 

4. Examine these sentences: — 

1. Gold is heavier, but not so useful, as iron. 

2. I never have and never will vote for such a man. 



English Grammar — Part Three. 151 

The first sentence means "Gold is heavier as iron, but not 
so useful as iron." This is incorrect because as should 
not follow the comparative heavier. The sentence 
should read "Gold is heavier than iron, but not so use- 
ful." 

The second sentence means "I never have vote and never 
will vote for such a man." This is incorrect because 
the past participle voted should be used with have. 
The sentence should read "I never have voted for such 
a man, and never will." 

5. Correct the errors in these sentences: — 

1. February is not so long, but colder, than March. 

2. February is colder, but not so long, as March. 

3. I always have, and always will be, an early riser. 
■A. He ought and will go this evening. 

5. Napoleon could not do otherwise but to retreat. 

6. The visitor was no other but the Colonel. 

7. That house is preferable and cheaper than the other. 

8. Such behavior is nothing else except disgraceful. 

9. This is different but better than the old. 

10. The artist went and remained in Italy a year. 

6. An Interjection is a word used, to denote strong 
feeling or emotion. 

Interjections have no grammatical construction. 
Words from almost any other part of speech may become 
interjections; as, my stars! what! well! 

7. Analyze these sentences. Parse the adverbs and 
conjunctions: — 

1. The fact that he is an American needs no proof. 

2. You can not tell where he has gone. 

3. She did not go to school until she was ten years old. 
A. This is the time when snow falls. 

5. The bells rang and the whistles blew. 



152 English Grammar — Part Three. 

6. Love is sunshine but hate is shadow. 

7. Be wiser today than yesterday. 

8. Childhood shows theman, as morning shows the day. 

9. He is both wise and virtuous. 

(Both and should be taken together, and parsed as a 
strengthened conjunction, connecting wise and 
virtuous). 



LESSON XXXI. 

ANALYSIS AND PARSING. 

Analyze these sentences, and parse the pronouns, 
verbs, participles, and infinitives: — 

1. I dreamed that Greece might still be free. 

2. Write it on j r our heart that every day is the best day 
in the year. 

3. That people are good in the main, is a true statement. 

4. Time misspent is not lived, but lost. 

5. For a time the Puritans kept unbroken the plan of a 
religious state. 

€. Good conversation is the most delightful method of 
gaining knowledge. 

7. Life is a mission to go into ever\' corner and recon- 
quer this unhappy world for God. 

8. Men with no prejudice and a great brain are the men 
to govern the world. 

9. A man is shorter when he is walking than when at 
rest. 

10. If coal and the useful metals are found in any region, 
manufacturing interests will sooner or later be devel- 
oped. 



English Grammar — Part Three. 153 

11. There are some schools whose course of study pro- 
vides for but little study of English. 

12. When faith is lost, when honor dies, the man is dead. 

13. Recollect that trifles make perfection, and that per- 
fection is no trifle. 

14. There is a tide in the affairs of men, which, taken at 
the flood, leads on to fortune. 

15. I slept and dreamed that life was Beauty ; 
I woke and found that life was Duty. 

16. He who has a thousand friends hath not a friend to 
spare, 

And he who has one enemy shall meet him every- 
where. 

17. Happy is the nation that has no history. 

18. To live in hearts we leave behind is not to die. 

19. The truly wise man will so speak that no one will ob- 
serve how he speaks. 

20. I supposed him to be her. 

21. Try to care for what is best in thought and action. 



LESSON XXXII. 

REVIEW. 

Correct the errors arid analyze these sentences: — 

1. We should be careful, because each of us has our in- 
fluence. 

2. Every one of you is expected to write his own essay. 
(To write has the construction of an adjective, used 
as attribute complement). 

3. Us girls are getting up a tennis club. 

4. Mathematics are very difficult for me. 

5. Most persons behave very good in church. 



154 English Grammar — Part Three. 

6. Two thousand dollars were divided between the five 
heirs. 

7. My work is most done, and I am tired. (Use almost 
whenever nearly may be used in its place). 

8. You will find me at home most any time. 

9. The invalid is some better this morning. (Use some- 
what; some is an adjective.) 

10. Plato believed that the soul was immortal. 

11. Columbus believed that the earth is round. 

12. Pleasanth^ rose, next morn, the sun, on the village of 
Grand Pre. 

13. Now is the winter of our discontent made glorious 
by the son of York. 

14. A British and Yankee vessel were sailing side b\ r side. 

15. No king was ever so much beloved by his subjects as 
King Edward. 

16. I have heard that stor}' of yours many times. 

17. Of all other poets, Longfellow is my favorite. 

18. To dare is great, but to bear is greater. 

19. Sweet it is to have done the thing one ought. 

20. We always may be what we might have been. 

21. We are made happy by what we are, not by what 
we have. 

22. Rich gifts wax poor when givers prove unkind. 

23. Honor or reputation are dearer than life. 

24. The house stood on rather a narrow strip of land. 

25. The remonstrance laid on the table. 



PART FOUR. 



LESSON I. 

i. The clauses of a compound sentence are some- 
times called Members 

2. The clauses of a compound sentence may be of 
different classes according to their form. If the sentence 
has but two clauses, the following varieties may be 
found : — 

1. Both clauses simple: America was discovered by the 
Northmen, but they made no permanent settlement. 

2. One clause simple, the other complex : America was 
discovered by the Northmen, but they made no settle- 
ments that were permanent. 

3. One clause simple, the other compound : America 
was discovered by the Northmen, but they made no 
permanent settlement, nor did they conquer the In- 
dians. 

4. One clause complex, the other compound : America 
was discovered by people who came from the north- 
ern part of Europe, but they made no permanent set- 
tlements, nor did they conquer the Indians. 

5. Both clauses complex : The Northmen discovered the 
country that is now called America, but they made no 
settlements that were permanent. 



156 English Grammar^— Part Fouf. 

6. Both clauses compound : In the tenth century Amer- 
ica was discovered by the Northmen and many of 
these bold navigators crossed the Atlantic, but soon 
all accounts of the discovery were forgotten arid Amer- 
ica was again unknown to Europeans. 

If the compound sentence has more than two members, 
many more varieties may be found. 

3. Write two compound sentences of each of the six 
varieties mentioned above. 

4. The clauses of a complex sentence may be of 
different classes according to their form. If the sentence 
has but two clauses, the following varieties may be 

found : — 

1. Both clauses simple : Rhode Island was settled by 
Roger Williams, who had been expelled from Massa- 
chusetts. 

2. One clause simple, the other complex : Milton did not 
educate his daughters in the languages because he be- 
lieved that one tongue is enough lor a woman. 

3. One clause simple, the other compound : When thy 
wealth has taken wings and thy companions have 
deserted thee, the true friend will still remain faithful. 

4. One clause complex, the other compound: When thy 
wealth has taken wings and thy companions have 
deserted thee, the friend that is true will still remain 
faithful. 

5. Both clauses complex i* When Lot had selected the 
valley through which the Jordan flows, Abraham 
dwelt on the hills that lie west of the river. 

6. Both clauses compound: Christ came and the new 
era began when Greece had lost her greatness and the 
seeds of decay had been planted in the Roman Empire. 

5. Write one complex sentence of each of the six 
varieties just mentioned. 



English Grammar — Part Pour. 157 



LESSON 11. 

1. According to the use of the dependent clause (or 
clauses), there are many varieties of complex sentences. 
The dependent clause may be, — 

1 . An adjective clause. 

2. An adverb clause of time. 

3. An adverb clause of place, 

4. An adverb clause of degree ; as, "He writes as well 
as he reads." 

5. An adverb clause of concession. 

6. An adverb clause of purpose ; as, "We eat that we 
may live." 

7. An adverb clause of cause. . 

8. An adverb clause of condition. 

9. An adverb clause of specification ; as, "We are anx- 
ious that ho may succeed." 

10. A noun clause used as subject. 

11. A noun clause used as attribute complement. 

12. A noun clause used as object. 

13. A noun clause used as object of a preposition ; as, 
"The prisoner has no idea of why he was arrested." 

14-. A noun clause in apposition with the subject. 

15. A noun clause in apposition with the object ; as, 
"The young man obeyed the commandment, ' Honor 
thy father and thy mother.' " 
16. A noun clause in apposition with the attribute 

complement. 
In the ninth example, many authors would supply "for 
this thing" after the word anxious, and make the 
clause in apposition with thing, but it is better to 
consider the clause an adverb modifying the word 
anxious. Other clauses of specification are found in 



158 English Grammar — Part Four. 

these sentences: "We are not certain that an open 
sea surrounds the north pole." "The invalid is con- 
fident that he will recover." 
It will be noticed that all these clauses of specification 
modify adjectives. 

2. Write one complex sentence of each of the six- 
teen varieties just mentioned. 

3. Write two complex sentences, each having two 
subordinate clauses. 

4. Write two complex sentences, each having three 
subordinate clauses. 



LESSON III. 

1. The subject with all its modifiers is called by 
some the General Subject, by others it is called the 
Complex Subject, and by still others it is called the 
Logical Subject. In the same manner we have the 
General, Complex, or Logical Predicate. 

2. Phrases are sometimes divided into Simple, 
Complex, and Compound. 

3. A simple phrase is a single phrase. 

A simple phrase may have one of its principal elements 
compound; as, "To Boston and New York." "Into 
and out of the house." "By reading books and mag- 
azines." 

4. A complex phrase is one having one of its parts 
modified by another phrase; as, "On the Mount of 
Transfiguration. " " Reading a book of poems. ' ' 



English Grammar — Part Four. 159 

5. A compound phrase is two or more phrases con- 
nected ; as, "Going in and looking out." "To Boston 
and to New York." 

6. Phrases are also Separable and Inseparable. 

7. A Separable Phrase is one whose parts, or words, 
can be parsed separately. 

8. An Inseparable Phrase is one whose words can 
not be parsed separately; as, "at once," "at all," "in 
vain. ' ' 

Once is not the object oi at, but the two words should 
be parsed together. 

9. Write two sentences, each containing, — 

1. A prepositional phrase. 

2. A participial phrase. 

3. An infinitive phrase. 

4. An adjective phrase. 

5. An adverb phrase. 

6. A noun phrase. 

7. A simple phrase. 

8. A complex phrase. 

9. A compound phrase. 

10. A separable phrase. 

11. An inseparable phrase. 



LESSON IV. 

i. When a noun, usually masculine or feminine, 
refers particularly to a word and not to a person, it is of 
the neuter gender; as, 



i6o 



English Grammar — Part Four. 



1. Man is masculine, because it denotes males. 

2. Her name is Z,izzie. 

Man is neuter because it refers to the word man and 
not to a person, l^izzie is neuter because it refers to 
the name and not to the person. 

2. Nouns taken from foreign languages without 
change generally retain their original plurals. 



SINGULAR. 


PLURAL. 


SINGULAR. 


PLURAL. 


alumna 


alumnae 


focus 


foci 


formula 


formulae 


radius 


radii 


nebula 


nebulae 


stimulus 


stimuli 


vertebra 


vertebrae 


terminus 


termini 


automaton 


automata 


amanuensis 


amanuenses 


curriculum 


curricula 


analysis 


analyses 


datum 


data 


axis 


axes 


erratum 


errata 


basis 


bases 


genus 


genera 


crisis 


crises 


gymnasium 


gymnasia 


ellipsis 


ellipses 


phenomenon 


phenomena 


hypothesis 


hypotheses 


stratum 


strata 


parenthesis 


parentheses 


alumnus 


alumni 


thesis 


theses 



3. Compounds of man form the plural by changing 
man to men ; as, Englishman, Englishmen. 

The nouns German, Musselman, talisman, and 
Turkoman, not being compounds of the noun man, 
form the plural by adding s. 

4. Compound words and combined words used as 
nouns pluralize the base or principal word of the expres- 
sion. 

Son-in-law — sons-in-law. 

Duke of Wellington — Dukes of Wellington. 

King of England — kings of England. 



English Grammar — Part Four. 161 

Such nouns as the preceding add the sign of possession to 
the last word; as, "son-in-law's house," "Duke of Wel- 
lington's career," "somebody else's book." 

5. When a noun, plural in form, refers to some 
word and not to objects, it is in the singular number ; as, 

1. Books is a common noun. 

2. Boys is plural. 

Books and boys are both singular because each refers 
to a single word. 

6. Some nouns, though always plural in form, are 
either singular or plural according to the meaning in- 
tended to be conveyed. Such are odds, means, 
amends, wages, and some others. 

7. In forming the plural of proper names with a 
title some authors pluralize the title ; as, the Misses 
Brown. Others pluralize the name ; as, the Miss 
Browns. 

The latter method seems the better, but if the title be- 
longs to each of two names, it should take the s in 
forming the plural ; as, Drs. Scott & Smith. 

8. Parse the italicized words in these sentences : — 

1. How do you parse the word boys? 

2. She is a personal pronoun. 

3. His title is Duke of Marlborough. 

9. Write the possessive singular and the possessive 
plural of these nouns : — 

brother-in-law, queen of England, captain of the ship, 
lieutenant-colonel. 

10. Use in a sentence the possessive singular and 
the possessive plural of each of the words given in par- 
agraph 9. 



1 62 English Grammar — Part Four. 



lesson v. 

i. Intransitive verbs and their participles, and 
transitive verbs in the passive voice, have the same case 
after them as before them when both words refer to the 
same person or thing. (This rule will explain predi- 
cate nominative ) 

1. Pocahontas was married to an Englishman named 
John Rolfe. 

John Rolfe is in the objective case to agree with 
Englishman. 

2. I want him to be governor. 

Governor is in the objective case to agree with him, 
the objective subject of to be. 

3. To be right is better than to be President (is good). 
President is in the objective case to agree with one or 

person understood, the objective subject of to be. 
There is a curious exception to the rule just given. A 
participle with the construction of a noun may have 
the possessive case before it and the nominative case 
after it; as, "His being a scholar secured the situa- 
tion." Scholar is in the nominative case although 
it and his refer to the same person. "Its being he 
should make no difference." He is in the nominative 
case after the intransitive participle being, while its 
is in the possessive case before the participle. 

2. Appositive and predicate nouns need not agree 
with the principal term in gender, person, or number; as, 

1. I am he. 

2. He was eyes to the blind. 

3. The Greeks, a synonym for brave men, gained a great 
victory over the Persians. 



English Grammar — Part Four 163 

3. A noun may be in apposition with a phrase or 
clause, and a phrase or clause may be in apposition 
with a noun. 

1. Her aiding me, a kindness I can never forget, was 
the cause of my success. 

2. She aided me in procuring a situation, a kindness I 
can never forget. 

3. This task, to teach the young, has its pleasures. 

In the second sentence, kindness is in the nominative 
in apposition with the preceding clause, although the 
clause is not a noun clause. 

4. A noun used independently is in the nominative,— 

1. By direct address ; as, "John, come here." 

2. By pleonasm ; as, "Cleveland, he is President." 

3. By exclamation; as, "What a pleasure! '"' 

4. By subscription (as when signed to a letter or other 
written production). 

5. Absolute; as, "The snow melting, the river rose." 
In order to be in the nominative absolute, the noun or 

pronoun must be placed before a participle and must 
be independent of the remainder of the sentence. 

5. Each of these sentences contains a noun or pro- 
noun in the nominative, used independently. Pick out 
each one, and decide whether it is nominative by direct 
address, pleonasm, exclamation, subscription, or in the 
nominative absolute. 

1 . The Pilgrim Fathers, where are they ? 

2. Great and manifold are thy works, Lord ! 

3. Mr. President : I rise to ask a question. 

4. "None but the brave deserve the fair." — Dryden. 

5. The Lord of the universe, he will hear their com- 
plaints. 



164 English Grammar — Part Four. 

6. What joy, what happiness! 

7. The meeting having adjourned, the hall was soon 
deserted. 

6. Write a sentence having, — 

1. A noun in apposition with a phrase. 

2. A noun in apposition with a clause. 

3. A phrase in apposition with a noun. 

4. A clause in apposition with a noun. 

5. A pronoun, objective after an intransitive verb. 

6. A noun, nominative by direct address. 

7. A noun, nominative by exclamation. 

8. A noun, nominative by pleonasm. 

9. A noun, nominative by subscription. 

10. A noun, nominative absolute. - 

11. A pronoun, nominative absolute. 



LESSON VI. 

i. In forming the possessive the additional S is 
sometimes omitted when its use would cause several 
successive sounds of s ; as, for conscience' sake. 

This omission of the s is not so common now as it was 
twenty years ago. 
2. It should be remembered that when two apposi- 
tives are in the possessive case only one will take the 
sign. 

1. This is Arnold's grave, the traitor.— Better, "This is 
the grave of Arnold, the traitor." 

2. Here rests his head upon the lap of earth, a youth to 
fortune and to fame unknown. (Youth is in the 
possessive case, in apposition with his.) 



English Grammar — Part Four. 165 

3. A noun or pronoun placed before a participle 
with the construction of a noun .should be in the posses- 
sive case ; as, 

1. I am opposed to the gentleman's speaking again. 

2. His being a good penman secured the position. 

3. What do you think of my going to Europe? 

Do these two sentences have the same meaning ? "I 
am surprised at you studying Latin." "I am sur- 
prised at your studying Latin." May both be correct? 

4. Bach of the following sentences has one or two 
nouns in the objective case without a governing word: — 

1. He waited an hour. 

2. The sun shines night and day. 

3. Four times every year he visits his old home. 

4. Corn has grown ten inches this month. 

5. Good horses are worth one hundred dollars a head. 
( Worth is an adjective modif\ung horses. A may be a 

preposition with head for its object, but most authors 
call a an adjective and parse head in the objective case 
without a governing word.) 

6. Some land will produce eight}' bushels of corn an 
acre. 

7. Adams and Jefferson both died July 4, 1826. 

5. Some verbs seem to take two objects meaning 
the same person or thing ; as, 

1. They made him king. 

2. They chose him captain. 

3. The people elected Harrison President. 

4. The Dutch named the settlement New Amsterdam. 



1 66 English Grammar — Part Four. 

In these sentences to be may be supplied before the last 
object, making the first object the subject of the infini- 
tive and the second object the objective attribute ; 
thus, "They made him to be king." Him to be king 
is the object of made, him is the objective subject of 
to be, and king is in the objective case to agree with 
him. 

6. When verbs of making, choosing, creating, 
electing, etc., take two objects, the one showing the 
result of the action is often called the Factitive Object 
(fac=make). 

In the sentences given in paragraph 5, king, cap- 
tain, President, and New Amsterdam are factitive 
objects. 

Sometimes the factitive object may be an adjective ; as, 
"The medicine made the child sick." Here sick modi- 
fies child, but it is called the factitive object by some. 
It seems to me, however, that neither child nor sick 
is the object of made, but that the real object is child 
(to be) sick. 

Remark. — It will be observed that "factitive object" 
represents the same thing as "objective complement." 

7. Some verbs seem to take two objects, one denot- 
ing a person and the other denoting a thing ; as, — 

1. Aristotle taught Alexander philosophy. 

2. The queen asked Ahasuerus a question. 

In the first sentence, most grammarians call philoso- 
phy the object of the verb and say that Alexander 
is the object of a preposition understood. In the sec- 
ond sentence, question is considered the object and 
Ahasuerus is called the object of a preposition 
understood. 



English Grammar — Part Four. 167 

The Latin and the Greek grammars give such verbs two 
objects, and I see no reason why the same may not be 
done in English. As either philosophy or Alex- 
ander can be made the subject in the passive, it 
would seem that either can be considered the object of 
the verb. ''Alexander wastaught philosophy." "Phi- 
losophy was taught to Alexander." If we call both 
philosophy and Alexander the objects in the act- 
ive voice, when Alexander is made the subject, 
philosophy can be parsed as the object of the pas- 
sive verb. This is in harmony with the classic gram- 
mars, and is fully as logical and sensible as to say 
"Alexander was taught (as to) philosophy," or "Ahas- 
uerus was asked (as to) a question." 

Another peculiar objective is found in such sentences as 
"He struck the rock a blow." Blow is undoubtedly 
in the objective case, and we can not easily supply a 
preposition before it. Of course, blow is not the 
object of struck in the same sense that rock is, but 
there is something about struck that governs blow 
in the objective case. 

8. When pronouns follow interjections, those of the 
first person are usually in the objective case ; as, "Ah ! 
wretched rne!" 

Such objectives are not the object of the interjection, but 
are in the objective merely as a matter of custom. 

Pronouns of the second or the third person following 
interjections are in the nominative case. 



i68 



English Grammar — Part Pour. 



LESSON VII. 

Study the following outline of the noun : — 
proper 



Classes . 



< 



C abstract 
collective 
material 

I verbal, etc. 



r gende 



Properties . 



masculine 

feminine 

neuter 

I common 

( first 
person J seC ond 

( third 

number... \ singular 
plural 



f subject 
1 predicate 

apposition 
j direct address 
! exclamation 

pleonasm 
| absolute 
^ subscription 

owner 

apposition 
r object of verb 
I object of preposition 

L objective j apposition 

j without gov. word 

sub. of infinitive 
[_ objective attribute 
2. Write an essay on "the noun," using the out- 
line just given. 



nominative. 



i possessive.. 



English Grammar — Part Pour. 169 



LESSON VIII. 

1. In the following sentences the word senator is 
used in all the possible constructions of a noun : — 

1. Nominative: 

a. Subject of the sentence: The senator is speaking. 

b. In the predicate : Mr. Martin is senator. 

c. In apposition : Mr. Martin, the senator, lives in 

Kansas. 

d. Direct address : Senator, when will you return ? 

e. Exclamation : noble Senator! 

f. Pleonasm: The senator, what did he say? 

g. Absolute: The senator having concluded his ad- 

dress, the meeting adjourned, 
h. By subscription (signed to a letter or other writ- 
ten production). 

2. Possessive : 

a. Owner: The senator's election is assured. 

b. Apposition: Mr. Martin, the senator's, speech was 

printed in all the great dailies. 

3. Objective: 

a. Object of a verb: The citizens honor the senator. 

b. Object of a preposition : I voted for the senator. 

c. Apposition: I saw Mr. Martin, the senator. 

d. Without a governing word : The melon weighs 

forty pounds. (Nouns referring to persons 
can not be used in the objective case without a 
governing word). 

e. Subject of infinitive: I want the senator to succeed. 

f. Objective attribute: The people wished Mr. Mar- 

tin to be senator. 



170 English Grammar — Part Four. 

2. Pronouns can be used in most of the preceding 
constructions. Write sentences, using pronouns instead 
of nouns. 

3. Parse the words in italics : — 

1. Tenderly her blue eyes glistened, long time ago. 

2. Each in his narrow cell forever laid, the rude fore- 
fathers of the hamlet sleep. 

3. Spring coming, the general began the campaign. 

4. Ye everlasting peaks! I am with you once again. 

5. He looked a sachem in red blanket wrapt. 

6. Every why hath a wherefore. 

7. The boast of heraldry, the pomp of power, 
And all that beauty, all that wealth e'er gave, 

Await alike the inevitable hour; 

The paths of glory lead but to the grave. 

8. He was driven an exile from his native land. 

9. Who would be free, must himself strike the first 
blow. 

10. Every sailor in the port 
Knows that I have ships at sea, 

Of the waves and winds the sport; 
And the sailors pity me. 

11. Where one lives as a king, many live as peasants. 

12. I wish it to be distinctly understood that I know 
nothing of his whereabouts. 



LESSON IX. 

i. A personal pronoun of the possessive form is 
often used without the name of the thing possessed ; as, 
"This is yours, that is mine." Here the things pos- 



English Grammar — Part Four. 171 

sessed by yours and mine are not mentioned. Such 
possessive forms are sometimes called Possessive Pro- 
nouns. 

If these words are called possessive pronouns, they should 
not be parsed as in the possessive case. In the above 
sentences, yours and mine are both in the nomina- 
tive case, used in the predicate. In "I have yours, you 
have mine," yours and mine are both in the objective 
case, object of have. A possessive pronoun is 
never in the possessive case. 

If we supply the word that is understood {book, for 
example), the sentence becomes "I have your book, 
you have my book." Now, book is the object of the 
verbs, and your and my are personal pronouns in 
the possessive case. This method is used by many 
authors. It should be stated, however, that we can 
not always supply an understood noun; thus, in "A 
friend of mine," we can not supply friends and say 
"a friend of my friends," because the meaning may be 
very different from the original. I prefer the term 
possessive pronoun, and I parse mine as the 
object of the preposition of. 

Sometimes a noun may perform the same office as these 
possessive pronouns ; as, "An uncle of John's." Here 
John's' has the sign of possession but is not in the 
possessive case, the idea of possession being indicated 
by the preposition of. John's is in the objective case, 
although it has the sign of possession. [It is but just 
to state that some grammarians consider the above 
sentence incorrect and change it to "a friend of John," 
but the expression has the sanction of good authority 
and is in our language to stay.] 

2. A Restrictive clause is one that restricts the 
meaning of the word it modifies ; as, 



172 English Grammar — Part Four. 

1. This is the horse that my friend bought. (The rela- 
tive clause limits horse to one particular horse.) 

2. I have the book that you mentioned. 

3. The boy that was here yesterday is twelve years old. 

4. The boy, who was here yesterday, is twelve 3 ears 
old. (Not restrictive.) 

In the fourth sentence, the hearers are supposed to know 
what particular boy is meant. The speaker starts 
out to inform them that the boy is twelve years old, 
but he gives the additional information (almost by 
way of parenthesis) that the boy was here yesterday. 
The hearers did not know he was here yesterday, so 
that the speaker gives information in both clauses. In 
such sentences, the relative clause is not restrictive. 

In the third sentence, the hearers are not supposed to 
know what particular boy the speaker has in mind ; 
several boys may have been mentioned previously. 
Therefore, the speaker informs them that the particu- 
lar boy that was here yesterday is twelve years old. 
The relative clause does not give additional informa- 
tion ; the hearers knew he was here yesterday, but did 
not know he was twelve years old. In such sentences 
the relative clause is restrictive. 

Notice the punctuation of the third and the fourth sen- 
tence. 

3. That should be used instead of who or which in 
restrictive clauses. 

Many good writers and speakers do not follow this rule. 

4. Examine the relative clauses in these sentences, 
and select those that are restrictive : — 

1. I recently heard one of the best orators that live in 
America. 

2. The diamond, which is pure charcoal, is a brilliant 
gem. 



English Grammar — Part Four. 173 

3. The diamond that the countess wore cost fifty thou- 
sand dollars. 

4. My friend was a member of the 53rd congress, which 
expired March 4, 1895. 

5. My friend was a member of the congress that expired 
March 4, 1895. 

6. Listen to the song that nature sings. 

7. He was the drollest fellow that I ever saw. 

5. Select the correct pronoun in these sentences : — 

1. He was the first (that, who) entered. 

2. This is the same story (that, which) we read before. 

3. It was not I (who, that) did it. (When the subject is 
it, the predicate pronoun is generally followed by 
that.) 

4. Was it you or the wind (who, that) shut the door? 

5. All (which, that) I have is thine. 

6. Yesterday I met an old friend, (that, whom) I failed 
to recognize. 

7. Yesterday I met an old friend (that, whom) I failed 
to recognize. 

8. He sold his bay horse, (which, that) had been given 
to him. 

9. He sold the bay horse (which, that) had been given 
to him. 



LESSON X. 

i. As is used as a relative pronoun after such, 
many, and same. 

1. I love such as love me. (We might say "who love 
me," but as sounds better than who.) 

2. Tears, such as angels weep, burst forth.— Milton. 

3. I shall not learn my duty from such as he. 

4. As many as were called responded. 



174 English Grammar — Part Four. 

2. Give the construction of the relative as in each 
of the preceding sentences. 

3. But, when equivalent to that not, is sometimes 
used as a negative relative pronoun. 

1. Where breathes the foe but falls before us ? 

2. There is not a man here but knows it. 

3. There is no wind but soweth seeds of a better life. 

4. The relative pronoun is frequently understood. 

1. All the wealth he had ran in his veins. 

2. Men will reap the things they sow. 

3. Let not harsh words mar the good we might do 
here. 

4. Take the good the gods provide thee. 

5. The orator we heard is from Kentucky. 

5. The antecedent of a relative is sometimes under- 
stood. 

1. Who steals my purse steals trash. 

2. Whom the gods love die young. 

3. Let him be who he may. 

6. Parse the relative pronouns found in the sen- 
tences under paragraphs 3, 4, and 5. 

7. In Part Three the compound relatives who- 
ever and whosoever were declined, giving the forms 
whosever, whosesoever, whomever, and whomso- 
ever. 

Not all authors agree to this. Maxwell says, "Whoso- 
ever is the onty compound relative declined." Harve3' 
sa\^s, "Compound relatives are indeclinable." Not- 
withstanding the assertions of these eminent authors, 
I believe that the possessive and objective forms of 
whoever and whosoever are good English. 



English Grammar — Part Four. 175 

As a compound relative always performs two offices (its 
own, and that of its unexpressed antecedent), some 
persons have difficulty in deciding whether to use the 
nominative or the objective form when one office is 
nominative and the other objective. Take this sen- 
tence : "We shall purchase from whoever sells cheap- 
est." Whoever is the object of from and the subject 
of sells. As all relative pronouns are found in subordi- 
nate clauses, it is the office of the compound relative 
in the subordinate clause that determines its form. In 
the above sentence whoever is the subject of the sub- 
ordinate clause, and, therefore, should have the nomi- 
native form. The understood antecedent is the object 
of from in the principal clause. If we supply the 
antecedent, the compound whoever should be 
changed to the simple who ; thus, "We shall btn^from 
him who sells cheapest." 

In the sentence, "Whomever you select will go," the 
subordinate clause is "Whomever you select," and 
whomever is the object of select; therefore.it has 
the objective form. The principal clause is, "He (or 
that one) will go." 

8. Fill these blanks with the proper form of the 
compound relative : — 

1. Select you wish. 

2. Give it to wants it. 

3. lives long will find trouble. 

4. The prize is for wins it. 

9. Observe that a relative pronoun is always in a 

dependent, adjective clause, and is always a connective. 



176 English Grammar — Part Four. 

In the following sentences, who is not a relative, but 
an interrogative : — 

1 . I know who did it. 

2. Who is the legal speaker of the house has not yet 
been determined. 

3. It has not yet been decided who discovered America. 
There is an indirect question in each of the above sen- 
tences. 



LESSON XI. 

i. In the following sentences the pronouns agree 
with their antecedents. Examine carefully. 

1. He is one of the best men that live in the city. 

2. Every boy and girl must depend on himself. 

3. All boys and girls must depend on themselves. 

In such sentences as "It is you that will succeed," some 
grammarians say that it is the antecedent of that, and 
others say that you is the antecedent. Change the 
sentence to "It is you that (is, are) in the wrong." If 
that agrees with it, the verb is is correct ; but if that 
agrees with you, the verb are should be used. I be- 
lieve that the relative clause is restrictive and limits 
it, telling which particular it is you. At the same 
time, I believe the majority of good writers and speak- 
ers would use are as the predicate of that in the given 
sentence. 

2. Select the correct sentence from each of these 

pairs : — 

I it is J 

'. that is standing here. 



1 / It is I that am standing here. 
*- It is I that is standing here. 

2 f It is they that were responsible. 
I It is they that was responsible. 



English Grammar — Part Four. 177 

3. Fill these blanks with the proper personal pro- 
nouns : — 

1. Neither of us is willing to give up claim. 

2 John and I have lessons. 

3. John and you have lessons. 

4. Each member of this class must have own book. 

5. Two or three of us have finished work. 

6. The mother, as well as the father, must do 

part. 

7. If you should find my horse or cow, please bring 
to me. 

4. Correct where necessary : — 

1. This is the friend which I love. 

2. Thou art the man who has done the crime. 

3. Take that book to the library, which I left on the 
table. 

4. There was a bird caught by the fox, which was web- 
footed. 

5. The prisoner was sentenced by the judge, who com- 
mitted the crime. 

6. This is the vice that I hate. 

7. Jamestown was the first permanent settlement which 
was made in the United States by the English. 

5. Correct the case-forms where necessary : — 

1. Who will you select for secretary' ? 

2. Let (he, him) be (who, whom) he may. 

3. A gentleman entered who I afterwards learned was 
the governor of the state. 

4. A gentleman entered who I afterwards found out to 
be the governor of the state. 

5. Who shall I go to ? 

6. She who studies, the teacher will commend. 

7. Give the letter to Henry, (he, him) who is standing 
by the gate. 



i 7 8 



English Grammar — Part Four. 



8. I refer to Newton, he who discovered the law of 
gravitation. 

9. You may guess who it was. 

10. You may guess whom they elected. 

11. Whom did you say was chosen ? . 



I. 

tences 



LESSON XII. 

Parse the nouns and pronouns in these sen- 

1. He granted my request, an act for which I greatly 
esteem him. 

2. He that formed the ear, shall he not hear ? 

3. He waited an hour, staff in hand. 

4. Next Anger rushed, his eyes on fire. 

5. Whosoever will, let him come. 

6. Whomsoever the governor selects shall receive the 
appointment. 

7. Give the prize to whomever } r ou deem most worthy. 

2. The following is an outline of the pronoun : — 

personal ,,... j simple 

compound 



Classes., 



relative.. 



simple 
double 
compound 






demonstrative 
indefinite 



interrogative 

adjective , 

possessive 
Properties — Same as nouns. 
Write an essay on "the pronoun," using the out- 



line just given. 



English Grammar — Part Four. 179 



LESSON XIII. 

1. When the article is used with two or more 
adjectives belonging to different nouns, the article 
should be repeated; as, "a large and a small house," 
(two houses). 

When the article is used in comparative expressions with 
thaUf if the nouns before and after than both refer to 
the same person or thing, the article should not be 
repeated ; as, "He is a better soldier than statesman." 

2. One adjective sometimes limits another ; as, 
"a deep blue color." 

3. An adjective sometimes modifies an adjective 
and a noun combined ; as, "a good old man." Good 
modifies old man. 

Notice the difference in the meaning of these expressions : 
"a good old man," and "a good, old man." 

4. In such expressions as "two hundred bushels," 
some authors claim that hundred is a noun, modified by 
the adjective two, and that bushels is the object of the 
preposition of understood. \-.- 

I see no reason why two hundred can not be parsed 
together as one adjective, just as we parse seven ty- 
five. Three, six thousand, four dozen, etc., all 
answer the question, "How many ?" and should be 
treated as simple adjectives. 

5. When adjectives are compared with more and 
most, nearly all authors consider more and most 
adverbs. 



180 English Grammar — Part Four. 

In more joyful, if we parse joyful as an adjective, is it 
not in the positive degree ? Do not all agree that 
more joy ful is the comparative degree of the adject- 
ive joyful ? If both words are required for the com- 
parative degree, why not parse them together ? If we 
parse more by itself, why not parse er in older by 
itself ? I prefer to parse more joyful and most 
joyful together. 

6. When the comparative degree of a word is fol- 
lowed by than, the positive degree of the same word is 
understood in the subordinate clause, and than is a 
conjunctive adverb connecting the two clauses. 

In "He is older than I am," old is understood after am, 
and the dependent clause, "I am old," is an adverb 
clause of degree, modifying older. Than connects 
the clauses and modifies old, 

7. Good writers and speakers sometimes use the 
superlative when comparing only two objects, although 
such use is contrary to the rules of grammar. 

8. A degree below the positive is sometimes made 
by adding ish ; as, blackish, greenish. 

9. When two or more adjectives are connected by 
conjunctions, the shortest and simplest should generally 
be placed first ; as, "This tree is larger and more useful 
than that." 

When adjectives thus connected are compared differently, 
some authors say they should be arranged as stated 
above, and that more or most should be placed be- 
fore the first ; as, "A more noble and righteous cause 
never existed." I believe it is better to say "A nobler 
and more righteous cause never existed." 



English Grammar — Part Four. 



10. The word like, when used appositively or after 
an intransitive verb, is often an adjective, although 
some grammarians prefer to call it a preposition. 

In "He is like his father," like is an adjective, modifying 
he, and father is the object of to or unto under- 
stood. Here, like has the meaning of similar. In 
"He. like the brave man he was thought to be, firmly 
held his ground," like is an adjective, used apposi- 
tively, and modifies he. In "She can run like a deer," 
like is an adverb, modifying can run, and deer is 
the object of to understood. When like is an adverb, 
it means similarly, or in a similar manner, 

I do not think that like is ever a preposition. 

ii. Less should be applied to nouns of magnitude 
(bulk), and fewer should be applied to nouns of multi- 
tude (many) ; as, less money, less water ; fewer dol- 
lars, fewer gallons. 

12. Many a and what a should often be parsed 
together as one adjective; as, "Many a flower is boru 
to blush unseen." "What a crash that was ! " 

What a is sometimes an adverb; as, "What a large 
parade that is ! " What a is an adverb, modifying 
large. 

13. Old has two forms for the comparative (older, 
elder), and two for the superlative (elder, eldest). 
Elder and eldest are applied only to persons, but older 
and oldest are applied to persons, animals, or things. 

14. Further and furthest come from forth, (an 
adverb), and farther and farthest come from far. 



1 82 English Grammar — Part Four. 

LESSON XIV. 

i . Correct the errors, and parse the words in italics : — 

1. Washington was a better statesman than a general. 

2. This man of all others is most to be pitied. 

3. The Russian Empire is more extensive than any na- 
tion on the globe. 

4. He is a better disciplinarian than teacher. 

5. The banner of the United States is a red, a white, and 
a blue flag. 

6. Fire is a better servant than a master. 

7. A rosy-faced and pale girl were seen sitting side by side. 

8. A rosy-faced and a pale girl was seen in the company. 

9. The pen is a mightier weapon than sword. 

10. He was such a criminal that a few persons mourned 
his death. 

11. Although he was unpopular, yet he had few friends. 

12. Grief made her insane. 

13. He was struck dead. 

14. A good farmer keeps his horses fat. 

15. All went merry as a marriage bell. 

16. The hunter was so badly frightened that he turned 
pale. 

17. Great is truth, and mighty above all things. 

18. Unheard, because our ears are dull, 
Unseen, because our eyes are dim, 

He walks our earth, the Wonderful, 
And all good deeds are done to Him. 

19. Give him this memoranda. 

20. Jacob loved Joseph more than all his ehildren. 

21. This is a better furnished room than any in the house. 

22. Noah and his family outlived all the people that lived 
before the flood. 

23. The Civil War cost more men and money than any 
war the United States had. 

24. Now comes the storm, £erce and terrible. 



English Grammar — Part Four. 183 



LESSON xv. 

1. A verb is sometimes combined with a preposi- 
tion ; as, "This must be attended t6." 

1. This combining does not often occur in the active 
voice. In "The mayor must attend to this matter," 
to is a preposition, and attend is intransitive. In 
"This matter must be attended to by the mayor," to 
is part of the verb, and must be attended to is a 
compound verb, transitive, passive. The verb attend 
will not take an object in the active voice and is pas- 
sive only with the aid of the preposition. Other 
examples are : — 

1. He was laughed at by the boys. 

2. The property was taken possession of. (Better: 
"Possession was taken of the property.") 

3. The carriage has been sent for, 

4. That should have been thought of. 

2. A verb that, when joined to a subject, will form 
a complete predicate by itself is called a Complete Verb ; 

as, 

1. The babv- sleeps. 

2. Birds fly. 

3. A verb that, when joined to a subject, will not 
form a complete predicate by itself is called an Incom- 
plete Verb. 

The word used with an incomplete verb is called the 
Complement. 

Most intransitive verbs are complete. 

The intransitive verbs appear, be, become, seem, etc., 
are incomplete and require complements. These verbs 
are sometimes called Copulative Verbs. 



English Grammar — Part Four. 



The complement of a transitive verb in the active voice is 
its object. A transitive verb in the passive voice often 
takes a complement; as, "He was considered brave." 

The complement may consist of more than one word; 
as, "Life is of short duration." 

The complement is either a noun or an adjective. 

4. A Finite Verb is any mode or tense of the verb 
except the infinitives and the participles. 

The definition for a finite verb might be "any mode or 
tense that changes its form to agree with its subject." 
Finite means changeable — not infinite. 

Infinitives and participles do not change their form to 
agree with their subjects or the words they modify. 
For this reason they are not finite. 

5. Can have is usually given as one of the signs of 
the potential, present perfect, but its use is very rare. 

6. The so-called past tense of the potential mode 
does not express past time, but either present or future. 

This tense is called past because in early English, or 
Anglo-Saxon, might, could, would, and should 

meant past time. 

7. The imperative mode is conjugated onty in the 
second person, but it may be found in either the first or 
the third person ; as, 

1. Turn we aside and rest awhile. 

2. Be it resolved by this society. 

3. Blessed be he that first invented sleep. 

8. In some grammars, the past tense, progressive 
form, is called the Imperfect (not finished) Tense ; as, 
"He was walking." 



English Grammar — Part Four. 185 

9. Sometimes a progressive form is used in the pas- 
sive voice; as, "The house is being built." "The 
lesson was being recited." 

Some authors object to such forms, and prefer to use the 
active progressive; as, "The house is building." In 
these examples, it is better to use the passive form 
(cumbersome as it is) than the active. A few active 
forms have become so common that they can claim 
the sanction of good usage ; as, "Wheat is selling for a 
dollar a bushel." 

10. When we speak of a past action or event, and no 
part of the time in which it took place remains, we 
should use the past tense ; but if there still remains 
some portion of the time in which it took place, we 
should use the present perfect tense. Examples : 

1. Science has made great advancement this century. 

2. Many battles were fought during the eighteenth cen- 
tury. 

3. I have been reading this morning. (It is not yet 
noon.) 

4. I read this morning, (It is past noon.) 

11. When two past actions or events are referred to, 
one of which must have occurred before the other, this 
sequence of time must be observed in the use of the 
tenses. Examples : 

1. I went, but I have returned. 

2. After Lee had been defeated at Gettysburg, he re- 
treated into Virginia. 

3. Napoleon reigned one hundred days after he had 
returned from the Island of Elba. 



1 86 English Grammar — Part Four. 

12. Statements always true or alwaj's false should be 
expressed in the present tense ; as, 

1. Galileo believed that the earth moves. 

2. Our fathers asserted that all men are created equal. 

13. Correct where necessary, and parse the words in 

italics : — 

1 . He was well taken care of. 

2. The actor was looked at by thousands. 

3. Be it known to all men. 

4. Corn is gathering all over the country. 

5. I have built three houses last year. 

6. I built three houses this year. 

7. After we visited Paris we returned to the United 
States. 

8. It was proved years ago that the air had weight. 



LESSON XVI. 

i. The subjunctive mode has but one tense, the 
present. In the verb be two subjunctive tenses are 
found, the present and the past. 

Probably authors differ more in their discussion of the 
subjunctive mode than in the discussion of any other 
part of grammar. Some give this mode six tenses, 
some four, some three, some two, and some only a 
small piece of a tense. 

In the classic languages, mode is a change of form ; that 
is, the verb has a different form for the different modes. 
Some grammarians adhere to this principle in English, 
while others claim that mode is a change of meaning, 
not a change of form. 



English Grammar — Part Four. 187 

If we examine the verbs in the sentences "I had gone," 
and "If I had gone," we shall find that the verbs are 
the same, and that the difference is made by the little 
word if. Now, as if is not part of the verb, some say 
the verb in both sentences is in the same mode, the in- 
dicative. I believe this is the correct view of the mat- 
ter. It certainly has the merit of simplicity. 

Taking the view that mode is a change of form, there are 
but two subjunctive forms in each verb (except the 
verb to be) : "If thou go," and "If he go." These are 
both in the present tense, singular ; but, as not all 
persons and numbers of the tense are included, we can 
correctly say there is only a piece of a tense in the sub- 
junctive. If we drop the if in the above sentences, go 
in the first must be changed to goest, and in the sec- 
ond to goes. 

"If he walks" is indicative, and "If he walk" is subjunc- 
tive. The s is omitted from the verb in the subjunctive 
because the auxiliary shall or should is understood. 
"If he walk" means "If he shall (or should) walk." 
The subjunctive present denotes future time and 
should not be used to denote present time. "If it 
rains" is indicative present, and denotes present time. 
"If it rain" is subjunctive present, and denotes future 
time. 

In the verb to he there are two subjunctives: "If I be," 
and "If I were." The first is called present tense, but 
denotes future time ; the second is called past tense, 
but denotes present time. As the passive voice always 
has in it some form of the verb to be, verbs in the 
passive voice can have two subjunctives, a present and 
a past; as, "If 1 be seen," and "If I were seen." 



18S English Grammar — Part Four. 

2. Write three sentences, each having a verb in the 
subjunctive, — 

1. Active, present. 

2. Passive, present. 

3. Passive, past. 

3. The subjunctive is sometimes used in expressing 
a wish ; as, "Would that my father were here." 

In the above, were is subjunctive, past, but denotes 
present time. 



LESSON XVII. 

i. It is sometimes difficult to determine whether a 
collective noun should have a singular or a plural verb 
to agree with it. 

In many cases the idea in the mind of the speaker will 

decide this question. 
Collective nouns denoting persons are more apt to be 
considered plural than those denoting things. It is 
better to say "The public are invited" than to say 
"The public is invited." 
If the individuals perform the act separately, or in 
groups, it is better to have the verb plural ; as, "A 
number of soldiers (at varions times) have passed to- 
day, and the number at the fort is becoming large." 

2. When a verb has two subjects, taken separately, 
differing in number, the verb agrees with the subject 

nearest. 

In such cases, it is better to place the plural subject neat- 
est to the verb ; as, "Neither the captain nor the sol- 
diers have arrived." 



English Grammar — Part Four. 



3. In such sentences as "John and his sister too is 
going," or "John and his sister also is going," the verb 
should be singular. 

It will be observed that the speaker does not intend to 
convey the information that two are going. The 
hearer already knows that John is going, and the 
speaker adds that his sister is going also. 

4. When two singular subjects connected by and 
are in apposition, the verb is singular; as, "The phil- 
osopher and statesman has gone. ' ' 

The same is true when the subjects are not in apposition, 
if the latter is added to make the former more em- 
phatic; as, "The head and front of my offense is this." 

5. Often the number of the verb depends on the 
idea in the mind of the speaker rather than on the 
words he says ; as, 

1. Why is dust and ashes proud ? 

2. Seven hours is a long time to wait for a train. 

3. Six dollars and seventy-five cents is too much. 

In the first sentence, the speaker had in mind man, al- 
though he said "dust and ashes." In the second sen- 
tence, the seven hours are thought of as one continuous 
period of time. 

In the third sentence, the dollars and cents are thought 
of as one price. 

6. As a rule, the phrase modifying the subject has 
no influence in determining the number of the verb, but 
in some cases it has. This is especially true when the 
subject is a fraction. 

1. Nine-tenths of the men were lost. 

2. Nine-tenths of the wheat was lost. 



190 English Grammar — Part Four. 

Both of the preceding are correct. In the first, men is a 
noun of multitude (composed of individuals), while in 
the second, wheat is a noun of magnitude (bulk). In 
like manner we have "Two-thirds of the water is unfit 
to drink," and "Two-thirds of the apples are rotten. 

7. Correct where necessary : — 

1. Neither he nor you was there. 

2. To reveal secrets or to betray one's friends is perfid}-. 

3. Eight horses is no part of twelve cows. 

4. Eight is what part of twelve ? 

5. There was not a little tact and shrewdness in the 
transaction. 

6. He and his father were on the lost steamer. 

7. He and his father too were on the lost steamer. 

8. He as well as his father were on the lost steamer. 

9. One or more names are omitted from the list. 

10. Seven-eighths of the pupils are girls. 

11. Three-fourths of his hair are gray. 

12. Two hundred bushels of potatoes are often raised 
from one acre of ground. 

13. Forty bushels of wheat is sometimes obtained from 
one acre oi ground. 

8. Write at least two sentences to illustrate the first 
six paragraphs of this lesson. 



LESSON XVIII. 

1. The infinitive is sometimes used independently ; 
as, "To tell the truth about the matter, I was not pay- 
ing attention.' ' 



English Grammar — Part Four. 191 

2. Not all infinitives are parsed as having subjects. 

In "I have a book to read," to read is parsed as having 
the construction of an adjective, and nothing is said 
about its subject. 

3. Participles do not have the construction of ad- 
verbs, although they sometimes seem to modify the 
predicate. 

In "The Indians ran screaming in pursuit," screaming 
has the construction of an adjective (in the predicate), 
modifying Indians, but in sense it seems to modify 
ran. The same is true in "He came running to me.'' 
Running is an adjective, belonging to he, although 
it appears to tell the manner in which he came. 

In the classic languages, participles always have the con- 
struction of adjectives, and have the same gender, 
number, and case as the nouns or pronouns to which 
they refer. 

4. When a participle is preceded by the article the 
it seems to become a mere noun, and will take neither 
an object nor an adverb modifier. 

We can say "By reading good books we ihiprove the 
mind." Books is the object of reading. But if we 
insert the before reading, we must use a preposition 
to govern books ; as, "By the reading of good books 
we improve the mind." We can say "By walking rap. 
idly," but we can not say "By the walking rapidly." 

5. The past participle, used in forming the passive 
voice, really has the construction of an adjective, modi- 
fying the subject. 



192 English Grammar — Part Four. 

In "The lesson was studied," studied belongs to les- 
son; it was a studied lesson. In parsing, however, 
was studied should be parsed together as the indic- 
ative, past, passive of study. Was can be parsed 
separately as the indicative, past, of be, and studied 
as the passive participle, past, of study, having the 
construction of an adjective, modifying lesson. 

6. When a participle has the construction of a 
noun, and at the same time may have an object or ad- 
verb modifier, it is called a Gerund by some authors. 

7. Write four sentences, each containing a gerund. 

8. Write a sentence having a participle with the 
construction of : — 

1. An adjective, not in the predicate. 

2. An adjective, in the predicate. 

3. A noun, having an object. 

4. A noun, having an adverb modifier. 

5. A noun, preceded by the. 

6. A noun, used as subject. 

7. A noun, used as object of a verb. 

8. A noun, used as object of a preposition. 

9. Write one sentence for each of the constructions 
mentioned in paragraph 8 (except the 5th), using infin- 
itives instead of participles. 

10. Write a sentence containing an infinitive used: — 

1. Independently. 

2. As an adverb, modifying a verb. 

3. As an adverb, modifying an adjective. 

4. As an adverb, modifying an adverb. 



English Grammar — Part Foui 



193 



LESSON XIX. 

1 . The following is the outline of the verb : — 

f as to form ...J regular 

( irregular 
I as to 

meaning! transitive 

j intransitive 

Classes.-; f neuter 

defective 
redundant 
impersonal 
compound 
auxiliary- 
complete 
incomplete 
finite 
. infinite (?)..., 



other classes 



f infinitive f Present 

\ present perfect 

j 

r present 

[ participle J pas t 

[ past perfect 

I voice \ active 

I passive 

f indicative 

mode potential 

j imperative 
I subjunctive 

j present 
present perfect 

tense P as J . . 

\ past perfect 

I future 

[ future perfect 

[ person and number -\ same as subject 

2. Write an essay on "the verb," using the outline 
just given. 



Properties... 



194 English Grammar — Part Fou 



LESSON XX. 

i. A conjunctive adverb modifies only one word, 
and that word is in the dependent clause. 

It is often stated that a conjunctive adverb sometimes 
modifies two words, one in each clause, but it is much 
better to consider the entire dependent clause as the 
modifier of the word in the independent clause. 

2. When a dependent adjective clause is joined to 
the independent clause by a conjunctive adverb, the 
adverb is sometimes called a Relative Adverb ; as, 

1. This is the place where (in which) the hero fell. 

2. He lived in the land where the orange grows. 

3. The Indians were driven to the reservation whence 
they came. 

It will be noticed that a relative adverb is equivalent to 
a preposition with a relative pronoun ior its object. 

3. Sometimes it is difficult to decide whether a verb 
should be followed by a predicate adjective or an adverb 
modifier. The following sentences are correct : — 

1. The milk tastes sour. 

2. The speaker's voice sounded shrill. 

3. We arrived safe. 

4. The grass looks fresh and green. 

5. He appeared prompt. 

6. He appeared promptly. (What difference in the 
meaning of these two sentences ?) 

7. I feel very bad. 

8. The young lady looks sad. 

In such sentences, when the word following the verb is 
used to express the condition of the subject, it should 
be an adjective. In the third sentence, safe does not 
tell the manner of our arriving, but our condition after 
we had arrived. 



English Grammar — Part Four. 195 

4. The adverbs yes, no, amen, etc., sometimes 
modify an entire clause or sentence. 

5. Such expressions as as long as, as soon as, 

etc. , are not to be taken together as conjunctions. 

"He came as soon as he could." Soon is an adverb, 
modifying came; the first as is an adverb of degree, 
modifying soon; the second as is a conjunctive ad- 
verb, modifying could {come), and connects the 
subordinate clause to the first as. The subordinate 
clause is an adverb clause of degree, modifying the first 
as. In "He reads as well as he writes," as well as is 
parsed just as as soon as in the preceding sentence. 
In "He, as well as his sister, is expected," as well as 
is parsed as a conjunction. 

6. The word the is sometimes a conjunctive ad- 
verb. 

In "The more I examined it, the better I liked it," the 
principal clause is "I liked it the better." Better is an 
adverb, modifying liked. The first the is a conjunc- 
tive adverb modifying more and connecting the 
dependent clause to the second the; more is an ad" 
verb of degree modifying examined; the second the 
is an adverb of degree, modifying better ; the depend- 
ent clause, "I examined it the more," is an adverb 
clause of degree, and modifies the first the. 

7. Ail adverb sometimes modifies a preposition or a 
phrase. 

1. Fools judge only by events. 

2. The guard stood just below the gate. 

3. The dogs were beaten nearly to death. 

4. The sun shines even on the wicked. 

5. The speaker went entirely beyond the limits of cour- 
tesy. 



196 English Grammar — Part Four. 

8. Write two sentences, each having, — 

1. A conjunctive adverb. 

2. A relative adverb. 

3. An adjective in predicate, denoting condition. 

4. As used as a conjunctive adverb. 

5. An adverb modifying a preposition. 

6. An adverb modifying a phrase. 



LESSON XXI. 

i. The preposition is frequently incorrectly omitted; 
as, "The ball is the size of an orange." 

As the sentence reads, size is a predicate noun and must, 
therefore, mean the same thing as the subject, ball. 
But the ball is not size; it has size, and is large or 
small. The sentence should read "The ball is of the 
size of an orange." The phrase, "of an orange," is an 
adjective phrase, in the predicate, and modifies ball. 
Other examples are: — 

1. There is no use trying. 

2. It was the length of my arm. 

3. What use is this to him ? 

2. Some authors call as a preposition in such sen- 
tences as "I like him as a teacher," and "He came as 
an ambassador." 

It seems much better to me to call as in such sentences 
simply an introductory word. Teacher agrees with 
him in case, ambassador agrees with he. Even in 
"His reputation as a teacher is excellent," I believe 
teacher is in the possessive case, in apposition with 
his. 



English Grammar — Part Four. 197 

3. Than is sometimes called a preposition, but 
most authors agree that it is not. 

In the sentence, "Than whom no one is wiser," whom. 
is parsed as objective, used by a figure of speech for 
the nominative. I prefer to call than a preposition in 
this sentence, and to parse whom as its object. If we 
begin the sentence with the subject, the sentence will 
read "No one is wiser than he (is)." 

4. The correct preposition to be used after certain 
words can be learned only by observing good speakers 
and writers. A few examples are given. 

Accuse of, confide in, die of, differ from, founded on, 
rely on. 

5. Co-ordinate conjunctions generally connect sim- 
ilar constructions, such as verbs of the same mode and 
tense, two infinitives, two participles, etc. 

1. Running and walking are good kinds of exercise. 
(Not running and to walk). 

2. To read and to write are the essentials of an educa- 
tion. (Better — reading and writing). 

3. Did he not tell me his fault and asked me to forgive 
him ? (Incorrect — both verbs should have the em- 
phatic form. Correct— "Did he not tell me his fault 
and ask," etc.) 

When different modes and tenses are connected, it is bet- 
ter to repeat the subject ; as, "He went, but (he) may 
return." 

6. The word or is not a connective when it intro- 
duces an appositive, or explanatory word. 

1. Cash or credit is necessary. (A connective). 

2. The Iron Duke, or Wellington, commanded the Eng. 
lish and Prussians at Waterloo. (Not a connective). 



English Grammar — Part Four. 



In the second sentence, or is merely introductory and 
can be omitted. When or is thus used, I think it 
ought to be preceded by a comma, but authors do not 
agree in doing so. 

Write two sentences in which, — 

1. A preposition is incorrectly omitted. 

2. Some authors would call as a preposition. 

3. The two uses of or are illustrated. 



LESSON XXII. 

1. In each of these sentences there is an adjective 
phrase used, as attribute complement : — 

1. Europe was at war. 

2. This lady is of royal blood. 

3. Life is of short duration. 

4. The passions of some men seem under no control. 

5. The whole community is of the same opinion. 

Many carelessly parse the phrases in the preceding 
sentences as adverb phrases, Remember that a prepo- 
sition shows the relation of its object to the word 
that the phrase modifies. 

2. Write five sentences, each containing an adjective 
phrase used as attribute complement. 

3. Parse the prepositions in the sentences given in 
paragraph 1, 



English Grammar — Part Four. 199 

Difficult Sentences Analyzed and 
Parsed/ 

1. The citizens believe that they are not in the 
wrong. 

"In the wrong" is a prepositional, adjective phrase, 
modifying they. In shows the relation of wrong to 
they, 

2. He lived so as to win the esteem of all his neigh- 
bors. 

This is a complex sentence of which "He lived so" is the 
principal clause, and "To win the esteem of all his 
neighbors" is the subordinate clause. The predicate 
of the subordinate clause is understood, the full clause 
being "To win the esteem of all his neighbors (is, or 
requires)." The subordinate clause is an adverb 
clause, modifying the adverb so. As is a conjunctive 
adverb, modifying the predicate of the subordinate 
clause, and connecting the two clauses. (Some authors 
may call as a relative pronoun in this sentence.) 

3. He fell in love. 

Fell does not have its usual meaning here, but means 
nearly the same as became. In love is an adjective 
phrase, and forms part of the predicate. 

4. He fell to laughing like one out of his right 

mind. 

Fell to is a compound verb, used with the meaning of 
began. Laughing is the object of fell to. Like 
is an adverb modifying laughing. One is the object 
of to or unto understood. 

* The remainder of the book will not be divided into lessons. 



English Grammar — Part Four. 



5. I am done. 

This idiomatic expression is passive in form, but is not 
passive in fact. Done is an adjective. 

6. I am through eating. 

Through is an adjective, used as done in the preceding 
sentenee is used. Mating is the object of a preposi- 
tion (with) understood. 

7. It was to me that he spoke. 

This sentence is correct idiomatic English, but it can not 
be disposed of by the rules of grammar. It is equivalent 
to "It was I to whom he spoke," which is easily an- 
alyzed. 

8. The swans on still St. Mary's lake float double, 
swan and shadow. 

Double is an adjective in predicate. Swan and shadow 

are predicate nouns of another clause, "They float 
swan and shadow." 

9. Be of the same mind, one toward another. 

Of the same mind is an adjective phrase. One may 
be parsed as the subject of another clause, "One be of 
the same mind toward another." Toward another 
probably modifies mind. 

10. In order to succeed in any undertaking, one 
must put heart in his work. 

In order to succeed means the same as to succeed, 

and I believe it may all be taken as the infinitive. 
Some will prefer to call in order a preposition, and 
parse to succeed as its object. 

1 1 . Texas is more than three times as large as Kan- 
sas. 



English Grammar — Part Four. 



A complex sentence. ''Texas is more" is the principal 
clause. The subordinate clause, "(Extent) three times 
as large as Kansas (is much)," modifies more. Than 
is the connective, a conjunctive adverb. Of the subor- 
dinate clause, extent, understood, is the subject, 
modified by large. Z,arge is modified by as, an ad- 
verb of degree. As is modified by times, a noun in 
the objective case without a go\erning word. As is 
also modified by the subordinate clause "Kansas (is 
large)." The second as is a conjunctive adverb, con- 
necting the clause, "Kansas is large," to the first as, 
and modifying large. 



Anatyze these sentences and. parse trie words in ital- 
ics : — 

1. Whoso sheddeth man's blood, by man shall his blood be 
shed. 

2. If the world be worth thy winning, think, oh! think it 

worth enjoying. 

Worth is an adjective. 

3. My Antonio, I am all on Are. 

4. My! Antonio, I am all on fire! 

5. My Antonio, T am standing on fire. 

6. It is better to be right than to be president (is good). 

7. It is easier to be (he, him) than to be myself. 

Manj' will parse president and myself in the nomina- 
tive case. Think carefully. 

8. A few suggestions will be of practical value. 

9. Outward conduct is of little value except as an indi- 

cation of inward thinking. 
Except is a preposition, having indication as its object. 
As is merel}- introductory. 



English Grammar — Part Four. 



1 0. Yet outward conduct must be looked to as the most 

faithful expression of feeling. 

11. He fell asleep. 

12. The dollars and cents are thought of as one price. 

13. They love each other. 

Jftach may modifv- other, but the better way is to parse 
it in apposition with they. 

14. They love one another. 

15' I am a very foolish, fond old man, fourscore and upward. 

16. The light burns dim. 

17. The fisherman stood aghast. 

18. To the Druids, the mistletoe, a parasitic, evergreen plant 

growing on certain trees, seemed especially sacred, 

19. For mine own part, I shall be glad to learn of noble men. 

20. The less you have to do with firearms, the better. 

The entire sentence is "(It is) the better, the less you have 
to do with firearms." J^ess modifies some noun (care, 
attention) understood, the object of have. To do has 
the construction of an adjective, and modifies the under- 
stood noun. Some may consider less the object of 
have. 

21. He is expected to come. 

To come has the construction of an adjective. 

22. A beautiful behavior is better than a beautiful form. 

23. Truth, crushed to earth, shall rise again. 

24. Orators are like the wind. 

25. These are Clan-Alpine's warriors true; 
And, saxon, I am Roderick Dhu. 

26. Some are born great, some achieve greatness, and some 

have greatness thrust upon them. 

27. What you make of life it will be to you. 

28. Where your treasure is, there will your heart be also. 

29. True honor, as defined by Cicero, is the concurrent appro- 

bation of good men. 



English Grammar — Part Four. 



80. I remember its being done. 

Being done has the construction of a noun in the ob- 
jective case. 

31. I have found a plant answering to the description. 

32. I remember, I remember, the house where I was born. 

33. Since then, he has resided in Virginia. 

Is since a preposition ? 

34. He who judges least, I think, is he who judges best. 

35. I am sorry to hear it. 

36. Do not expect to govern others unless you have learned 

how to govern yourself. 

37. The predominant passion of Franklin seems to have been 
the love of the useful. 

38. His conduct was, under the circumstances, in very bad 

taste. 

39. Columbus felt that there was a continent to be discov- 

ered. 

40. That ought to have been thought of. 



Correct where necessary, analyze the sentences, and 
parse the words in italics : — 

1. We should not be overcome totally by present events. 

2. He lived in a manner agreeably to the dictates of reason and 

religion. 

3. Be so kind as to read this letter. 

4. They need not to be alarmed. 

5. He is not rich, but is respectable. 

When in the course of the sentence we pass from the affirm- 
ative to the negative, or the contrary, the subject should 
be repeated. 



204 English Grammar — Part Four. 

6. Anger glances into the heart of a wise man, but will rest 

only in the bosom of fools. 

Remember that co-ordinate conjunctions usually connect 
same cases, modes, tenses, etc. 

7. To profess regard and acting differently mark a base mind. 

8. He was a teacher, but is now a lawyer. 

9. It is no more but what he ought to do. 

10. Neither good nor evil come of themselves. 

11. Trust not him whom you know is dishonest. 

12. Trust not him who you know to be dishonest. 

13. It is so clear as it needs no explanation. 

14. This word is only iound in Shakespeare. 

15. There are oak trees and walnut trees in that grove; on the 
former are walnuts, and on the latter are acorns. 

16. An oak tree and a walnut tree are standing on the hill ; the 
one bears walnuts, and the other bears acorns. 

17. Cato, before he durst give himself the fatal blow, spent the 

night in reading Plato's Immortality. 

18. None knew thee but to love thee. 

19. Somebody told me, but I forget whom. 

20. Would that my brother was here. 

21. I rely on your coming in good season. 

22. We learned that the air was composed of two gases. 

23. Great benefits may be derived from reading of good books. 

24. A fondness for display is, of all other follies, the most ridicu- 

lous. 

25. No one (beside, besides, except) the immediate family was 

present at the funeral. 

26. Six months' interest are due. 

27. He is a friend of the teacher's. 

28. You might come for at least a (few, couple of) days. 

29. Here is a fresh basket of eggs. 

30. If fresh milk seems to make the child sick, boil it. 

31. Slow rises worth by poverty depressed. 



English Grammar — Part Four. 205 



TO TEACHERS. 

Many more sentences for analysis or correction could easily 
be selected, but I believe it is better to study entire selections. 

In my own classes, after completing Part One, we spend 
three or four weeks studying Irving's "Legend of Sleepy Hollow," 
analyzing and parsing to suit the ability of the class. Alter com- 
pleting Part Two, we study Scott's "Lady of the Lake;" after 
Part Three, Goldsmith's "Deserted Village;" alter Part Four, 
Pope's "Essay on Man." 

These selections can be obtained at the following prices: — 

Legend of Sleepy Hollow three cents. 

Lady of the Lake ten cents. 

Deserted Village three cents. 

Essay on Man five cents. 

In this edition, a lew errors have escaped the eyes of the proof- 
reader, but they will be corrected in the second edition, which will 
soon be issued. 



